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Supporting National Board Candidates via Cognitive Coaching Conversations and Communities of Practice

abstract: ABSTRACT There are currently 82,369 teachers nationwide who are National Board Certified Teachers (NBCTs). In Arizona the number of NBCTs is 678. The purpose of this study was to investigate the effect cognitive coaching conversations and participation in a community of practice had on National Board candidates' self-efficacy and their understanding of the National Board Professional Teaching Standards (NBPTS). A mixed methods research approach was used to collect data including: surveys, interviews, researcher observations, and cognitive coaching transcripts. I conducted a case study of five National Board candidates at my school. Drawing on the social cognitive theory, this study was framed by the construct of self-efficacy. Through the use of open-ended questions, cognitive coaching conversations pushed candidates' thinking to a deeper level of understanding. The teachers involved in the National Board certification process represented a community of practice as the expectations and language of the NBPTS standards and portfolio directions also provided a common connection. Findings in this study reveal that cognitive coaching conversations and membership in a community of practice have a positive impact on teachers' self-efficacy during the National Board certification process. In addition, on-going cognitive coaching conversations and participation in a community of practice positively impact National Board candidates' understanding and articulation of the NBPTS standards. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011
Date January 2011
ContributorsRobinson, Jennifer M. (Author), Beardsley, Audrey (Advisor), Serafini, Frank (Committee member), Surbeck, Elaine (Committee member), Arizona State University (Publisher)
Source SetsArizona State University
Detected LanguageEnglish
TypeDoctoral Dissertation
Format160 pages
Rights, All Rights Reserved

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