The novice literacy coach: exploring motivation and persistence in the face of challenge

Paper


Larsen, Ellen and Allen, Jeanne. 2014. "The novice literacy coach: exploring motivation and persistence in the face of challenge." Annual International Australian Association for Research in Education National Conference 2014 (AARE 2014). Brisbane, Australia 01 - 05 Nov 2014 Australia.
Paper/Presentation Title

The novice literacy coach: exploring motivation and persistence in the face of challenge

Presentation TypePaper
AuthorsLarsen, Ellen (Author) and Allen, Jeanne (Author)
Journal or Proceedings TitleProceedings of the Annual International Australian Association for Research in Education Conference 2014 (AARE 2014)
ERA Conference ID50546
Number of Pages23
Year2014
Place of PublicationAustralia
Web Address (URL) of Paperhttps://www.researchgate.net/publication/274007378_THE_NOVICE_LITERACY_COACH_EXPLORING_MOTIVATION_AND_PERSISTENCE_IN_THE_FACE_OF_CHALLENGE
Conference/EventAnnual International Australian Association for Research in Education National Conference 2014 (AARE 2014)
International Conference of the Australian Association for Research in Education
Event Details
Annual International Australian Association for Research in Education National Conference 2014 (AARE 2014)
Event Date
01 to end of 05 Nov 2014
Event Location
Brisbane, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

Literacy coaching is complex and demanding. Charged with the responsibility of building teacher capacity, literacy coaches must not only have a sound understanding of the content of their coaching area, but must also work effectively within the domain of adult learning. Thus, for the novice literacy coach, the coaching role and context presents a range of challenges. Framed within attribution theory (Weiner, 1985, 1986), this paper draws upon an exploratory study exploring the challenges experienced by novice literacy coaches as they begin their coaching work. Through the administration of an online reflective questionnaire and online focus group
interview, a sample of novice literacy coaches working within independent schools across Queensland reported on the challenges they faced, their challenges and perceptions. This study found that while attribution theory proposes that particular attributions to problems
faced may negatively impact self-efficacy, motivation and perseverance, some participating coaches were still able to maintain their self-efficacy and motivation despite these negative attributions. It is proposed that growth
mindset, proactive professional learning and high task value may act as moderating influences on the dysfunctional effects of negative attributions.

Keywordsliteracy coaching
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsGriffith University
Institution of OriginUniversity of Southern Queensland
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