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Constructive-Developmental Theory As A Framework For Understanding Coaches' Conceptualizations Of The Literacy Coach-Teacher Relationship, Nicole Fensel
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Literacy coaching as a professional development model provides teachers with job-embedded support while learning about research-based instructional strategies. Teacher learning occurs in the context of this relationship. Literature revealed coaches’ difficulty navigating this aspect of their role. This study was designed to add foundational understanding of the literacy coach-teacher relationship using Kegan’s (1982, 1994) Constructive-Developmental Theory to conceptualize the teacher-coach relationship and determine how it impacted coaching activities. The theory examines how individuals’ developmental capacities influence how they make meaning of their experiences. Given the complexity of the literacy-coaching role, it is critical to have a clear picture of how …