Sharplin, E., Stahl, G., & Kehrwald,
B. (2019, March 26). Real-Time Coaching for Pre-Service
Teachers. Oxford Research
Encyclopedia of Education. Retrieved 28 Jun. 2019, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-422
B. (2019, March 26). Real-Time Coaching for Pre-Service
Teachers. Oxford Research
Encyclopedia of Education. Retrieved 28 Jun. 2019, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-422
The paper summarises existing research in the area of coaching, in
the specific context of teacher preparation. Differentiating coaching from
mentoring, the authors describe mentoring to be a structured process that
supports learners through their career path; coaching on the other hand focuses
on developing knowledge in specific practices. With reference to coaching
models in pre-service teacher education, the authors document that while research
on coaching for teachers began in the 1960s, it has gathered much interest in
the last two decades. Research in the area of coaching focuses on peer
coaching, effectiveness of delayed and real time coaching, and feedback in the
coaching process. Citing Scheeler and Lee’s (2002) study, the paper highlights
that bug-in-ear technology for immediate corrective feedback was found to be
helpful by pre-service teachers.
the specific context of teacher preparation. Differentiating coaching from
mentoring, the authors describe mentoring to be a structured process that
supports learners through their career path; coaching on the other hand focuses
on developing knowledge in specific practices. With reference to coaching
models in pre-service teacher education, the authors document that while research
on coaching for teachers began in the 1960s, it has gathered much interest in
the last two decades. Research in the area of coaching focuses on peer
coaching, effectiveness of delayed and real time coaching, and feedback in the
coaching process. Citing Scheeler and Lee’s (2002) study, the paper highlights
that bug-in-ear technology for immediate corrective feedback was found to be
helpful by pre-service teachers.
The coaching process typically involves a pre-observation
conference, observations of teaching by pre-service teachers, and post
observation conference for providing feedback. The paper specifies that pre
service teachers tend to value the feedback received from experts than from
their own peers although studies continue to highlight peer to peer models. Teachers
feel unprepared in providing coaching, highlighting the need for training in
peer-coaching techniques. There is also a shift from written feedback to more
direct, visual based modes of feedback. Besides feedback, reflection was found
to be an important component of coaching models. Recent research on coaching
models also suggests using online reflective tools such as blogs, and
bug-in-ear coaching.
conference, observations of teaching by pre-service teachers, and post
observation conference for providing feedback. The paper specifies that pre
service teachers tend to value the feedback received from experts than from
their own peers although studies continue to highlight peer to peer models. Teachers
feel unprepared in providing coaching, highlighting the need for training in
peer-coaching techniques. There is also a shift from written feedback to more
direct, visual based modes of feedback. Besides feedback, reflection was found
to be an important component of coaching models. Recent research on coaching
models also suggests using online reflective tools such as blogs, and
bug-in-ear coaching.
While coaching has been found to be beneficial, it is also a time
consuming and expensive process. Yet, there is greater involvement of
technology, particularly in providing synchronous feedback in the coaching
process. Synchronous feedback has been found to be more effective than deferred
feedback.
consuming and expensive process. Yet, there is greater involvement of
technology, particularly in providing synchronous feedback in the coaching
process. Synchronous feedback has been found to be more effective than deferred
feedback.
The paper ends by providing critical perspectives on real time
coaching. While real time coaching provides the benefit of combining observation
and post observation reflection, recent developments in teacher education that
are informed by neo-liberal perspectives, there is a need to acknowledge the
possibility of using coaching for performance management rather than for
teacher development.
coaching. While real time coaching provides the benefit of combining observation
and post observation reflection, recent developments in teacher education that
are informed by neo-liberal perspectives, there is a need to acknowledge the
possibility of using coaching for performance management rather than for
teacher development.