Journal article
Coaching elementary preservice teachers Hybrid spaces for cooperating teachers and university field supervisors to collaborate
International journal of mentoring and coaching in education, Vol.7(4), pp.357-372
11/23/2018
DOI: 10.1108/IJMCE-12-2017-0074
Abstract
Purpose The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.
Design/methodology/approach Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.
Findings Three design principles of collaborative coaching grew through this research - a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs' reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.
Research limitations/implications The research questions and design did not inquire into the relationship between collaborative coaching and PTs' teaching practices.
Practical implications Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.
Originality/value Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.
Details
- Title: Subtitle
- Coaching elementary preservice teachers Hybrid spaces for cooperating teachers and university field supervisors to collaborate
- Creators
- Melissa Wetzel - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USAJames V. Hoffman - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USABeth Maloch - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USASaba Khan Vlach - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USALaura A. Taylor - Rhodes Coll, Educ Studies, Memphis, TN 38112 USANatalie Sue Svrcek - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USASamuel Dejulio - Univ Texas San Antonio, Curriculum & Instruct, San Antonio, TX USAAshley Martinez - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USAHaylee Lavender - Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USA
- Resource Type
- Journal article
- Publication Details
- International journal of mentoring and coaching in education, Vol.7(4), pp.357-372
- Publisher
- Emerald Group Publishing
- DOI
- 10.1108/IJMCE-12-2017-0074
- ISSN
- 2046-6854
- eISSN
- 2046-6862
- Number of pages
- 16
- Language
- English
- Date published
- 11/23/2018
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371110902771
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