Publication Date

Spring 2022

Advisor(s) - Committee Chair

Gary Houchens (Director), Tom Stewart, Jieyoung Kong

Degree Program

Department of Educational Administration, Leadership, and Research

Degree Type

Doctor of Education

Abstract

This autoethnographic project extends the work of Argyris and Schön (1974); Houchens (2008); Houchens and Keedy (2009); Houchens, Hurt, Stobaugh, & Keedy (2012); and Houchens, Stewart, and Jennings (2017) by replicating an experiment in reflective practice using a self-coaching protocol as a means for mapping one’s own theories of practice. Relying on selfreflexivity to study professional learning in a culture of school reform, the author used Argyris and Schon’s (1974) theories of practice as a conceptual framework by adapting a self-coaching protocol (Houchens, 2008; Houchens et al., 2012; Houchens et al., 2017) and pairing it with selfobservations of video-recorded instructional coaching sessions to explore the question: In what ways did my theories of practice around instructional coaching evolve as a result of deep reflection? The author mapped four theories of practice around problems of practice focusing on relationships, feedback, and trust as well as balancing relationships while coaching to improve student achievement. While the author did not notice major changes to her coaching skills, through reflecting on her theories of practice she developed self-awareness of her assumptions, values, and behaviors and made connections between her experiences and the existing literature around instructional coaching and professional learning.

Disciplines

Educational Leadership | Teacher Education and Professional Development | Theory and Philosophy

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