Abstract
Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.
Highlights
Coaching is becoming a more widely accepted model of support for both preservice and inservice, preschool to twelfth grade teachers
The descriptive findings are aligned with the research questions that we asked to better understand the eCoaching process
Goal setting is a critical component of the eCoaching process
Summary
Coaching is becoming a more widely accepted model of support for both preservice and inservice, preschool to twelfth grade teachers. In the education literature, refers to the individualized, ongoing support a teacher receives from an expert mentor (Israel, Carnahan, Snyder, & Williamson, 2012) It is embedded within practice, so coaching provides the opportunity to link research-based ideas and theories with the realities of the day-to-day classroom experience. Scheeler and colleagues (2004) operationalized and defined five types of feedback as it pertains to teacher preparation These definitions have been used in subsequent research and include specific feedback (i.e., objective information related to predetermined teaching behaviors), corrective feedback (i.e., ways to correct the error are suggested), noncorrective feedback (e.g., type or extent of error is identified), general feedback (e.g., vague and non specific), and positive or encouraging feedback. A review of single subject studies involving pre-service special education teachers suggests that performance feedback is an evidence-based practice when used to increase the accuracy and consistency of instruction
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