‘Trust the process’: New teacher experiences of instructional coaching as an element of their teacher training in England

Abstract

This study aimed to better understand new teacher experiences of instructional coaching as an element of their teacher training in England. The research questions examined teacher experience on three levels: in relation to their developing professional identity and agency; in relation to their relationship with their coach; and in relation to their understanding of the educational policy and context in which the coaching took place. This thesis argues that instructional coaching has proliferated in a performative culture, through complex policy technologies. I argue that without better understanding of the teacher experience, the teacher’s role in the process will be based on assumptions, which may serve the needs of those in power above the needs of the teacher. A qualitative methodology was used. Data was collected through semi-structured interviews with 15 new teachers who had been prescribed to receive similar versions of instructional coaching as part of their teacher training in England. The data was analysed using thematic analysis. Findings highlighted that the teacher experience of instructional coaching is complex and diverse. Their experiences were affected by gender, subject specialisms and whether they had changed careers to join teaching. Teachers feeling a ‘vibe’ with their coaches was important to their experience and suggests a need for more thoughtful pairing of teachers and coaches. The teachers who experienced coaching as part of whole school coaching practice were more likely to positively engage with the coaching as prescribed. Despite holding views about wider educational policy surrounding instructional coaching, teachers’ experiences were most heavily influenced by their relationship with their coach and their immediate context.