Implications for future coaching practice and research in addition to limitations are also presented. The potential of group coaching is also discussed. The third finding was that the coach was eventually able to transform out-group trust into in-group trust, so that by the end of the 10 weeks the teachers saw her as a member of the school staff.
The second finding were the moves the coach used to build and deepen out-group trust with the teachers, including showing individual care and attention to their students. The first finding was that high in-group trust between the teachers created a baseline for the development of out-group trust between the teachers and coach. The purpose of this case study was to explore the nature of relational out-group trust between the coach and teachers, and the in-group trust between the two teachers in a group coaching context over a 10-week intervention. Researchers call these two kinds of trust, out-group trust (between an outside coach and the teachers) and in-group trust (between the teachers who already have a relationship). There is also scant literature exploring the nature of trust between teachers participating in group coaching sessions. Despite what is known in terms of the benefits of these positive relationships, there is limited understanding of the nature of trust-building between coach and teachers, in general, and particularly in group coaching configurations. One of the coaching strategies found to create positive changes in teacher practice and child outcomes is building trust between the coach and teacher(s).
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Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle antiblackness.Ĭoaching has become a prominent professional development tool for helping early childhood teachers implement curriculum and research-based practices in their classrooms.
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In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle antiblackness in ECE preparation programs, and (d) how to dismantle antiblackness when engaging with Black families. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that antiblackness can be disrupted and dismantled through critical consciousness around race. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. Because the young children and families that these teachers will work with are representative of the U.S. Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives).
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