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Training bilingual trainers: an ethnographic study of coaching and its impact on the transfer of training

出版	Claremont Graduate School and San Diego State University, 1983
URL	http://books.google.com.hk/books?id=DIevNwAACAAJ&hl=&source=gbs_api

註釋The purpose of this study was to identify a way of organizing coaching components. Drawing from the literature in education, management, organizational development and the ethnography of communication, theories about social interaction, motivation, skill development and professional growth, were used as conceptual frameworks. The macro context of the study encompassed 30 trainees from 15 school districts who were taking part in a two-year trainer of trainers inservice program. The program was organized to provide theory presentation, modeling, practice, feedback and coaching on several models of teaching. The micro focus of the study was on 5 trainees and their efforts to learn and implement the Inquiry Model of Teaching in bilingual classrooms. The 5 trainees were observed and tested (1) six months prior to the training, (2) at the training sessions, (3) and nine months in their classrooms as they practiced the Inquiry Model with their students, and (4) as they interacted with their coaches at the coaching sessions. Instruments for measuring skill development, survey and interviews were used through an ethnographic approach that focused on constitutive sociolinguistic analyses of trainer, teacher, coach, and student interactions. Quantitative data was analyzed using frequency distributions, T-Tests and Pearson's Correlations. However, the sociolinguistic analyses of the videotape recordings produced the elements that actually enhanced or restricted transfer in the different contexts. A year and three months after the training only six trainees were constantly using Inquiry. Five of those were the teachers in the study that received 3 types of coaching. Results of the ethnographic analysis indicated that the trainees benefited from 3 types of coaching that appeared to be in complimentary distribution: peer-coaching, expert/consultant coaching, and supervisor-coaching. Functions, roles, and organizational patterns for each type were identified. Each played a distinct and vital role in the growth of both teachers and students. The study concluded that coaching appears to be an effective mechanism for ensuring transfer of training when coaches and teachers receive training on communicative strategies for providing appropriate feedback, and strategies for organizing their coaching components. To make coaching effective, teachers of language minority students, need to receive specialized training in classroom observa-techniques that reveal the true competence of bilingual students.