The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study

Wouter Schelfhout,Boukje Compen

doi:10.3390/educsci10100263

Abstract

Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory’s outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory’s outcomes.

Highlights

Teacher professional development (TPD) has the potential to improve the quality of in-service teachers [1]
The present study focuses on one condition for effective Teacher design teams (TDTs) that is debated in the existing literature on professional learning communities (PLCs), namely the role of the ”community leader” in communities of practice, (e.g., [21]); the ”facilitator” in faculty learning communities, (e.g., [22]); and the ”team coach” in TDTs (e.g., [9])
We examine the team learning conditions that are necessary for the effective functioning of TDTs

Summary

Introduction

Teacher professional development (TPD) has the potential to improve the quality of in-service teachers [1]. Existing TPD research emphasises the importance of teacher collaboration for teacher learning [2,3]. Providing teachers with the time and space to collaborate has been shown to enlarge teachers’ sets of teaching tools and activities, resulting in more effective teaching [4,5,6]. Since professional learning communities (PLCs) focus on collaborative learning, there is a growing interest in this form of professional development. PLCs are effective as they allow for the integration of the six features that are essential to effective TPD initiatives: content focus, active learning, coherence, duration, collective participation, and ownership [9,10].

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Conclusion