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E-grāmata: Real-Time Coaching and Pre-Service Teacher Education

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  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Oct-2017
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811063978
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Real-Time Coaching and Pre-Service Teacher EducationPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Oct-2017
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811063978
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This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices. The book includes a robust literature review summarizing the scholarship on coaching models used in teacher education. The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers’ growth mindset, teacher resilience and disjuncture in applying theory to practice.

The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.



Part I
1 Meeting the Needs of Pre-service Teachers Through Teacher Training
3(10)
The Role of Identity in Pre-service Teacher Training
5(1)
The Role of Teacher Effectiveness in Pre-service Teacher Training
6(2)
Changing the Conversation: From Effectiveness to Pedagogical Approaches
8(1)
Conclusion
8(1)
References
9(4)
2 A Review of the Literature on Coaching in Pre-service Teacher Education
13(18)
Aims of the Research on Coaching Models in Pre-service Teacher Education
14(1)
Investigating Coaching Models' Potential to Improve Pre-service Teachers' Instructional Skills
14(2)
Examining Pre-service Teachers' Attitudes Towards Coaching
15(1)
The Main Components of Coaching Models in Pre-service Teacher Education
16(6)
Coaching Relationships
17(1)
Training in Coaching Techniques
17(1)
Training in Specific Instructional or Behavioural Management Skills or Techniques
18(1)
Training with Technology
19(1)
Models of Learning and Coaching Cycles
19(1)
Models and the Modes of Feedback
20(1)
Models and Modes of Reflection
21(1)
Main Findings on Coaching in Pre-service Teacher Education
22(4)
The Importance of the Research Design
22(1)
Pre-service Teachers Experience Coaching as Positive and Supportive
23(1)
Pre-service Teachers Have Positive Attitudes Towards Real-Time Coaching
23(1)
Coaching Increases Skill Development
24(1)
Coaching Models Encourage Reflective Practice
25(1)
Feedback Is Viewed as Valuable
25(1)
Coaching Promotes Pre-service Teachers' Self-efficacy
25(1)
Coaching Pre-service Teachers Promotes Student Learning and Productive Behaviours
26(1)
Challenges and Limitations of Coaching Pre-service Teachers
26(1)
Conclusion
27(1)
References
28(3)
3 Addressing the Needs of Pre-service Teachers Through the `Real-Time Coaching for Pre-service Teachers Model'
31(22)
The Coaching of Teachers
31(1)
What Is Real-Time Coaching?
32(1)
A Design-Based Research Approach
33(3)
Design-Based Research
33(2)
Real-Time Coaching: Our Design
35(1)
Theorising Coaching: The Foundation of the Model
36(4)
The Coach--Learner Relationship
36(1)
Deliberate Practice
37(1)
Purposeful Learning Activities
37(1)
The Provision of Feedback
37(1)
Iteration
38(1)
Reflective Practice
38(1)
Peer Evaluation
39(1)
Bringing It Together: Theory into Practice
39(1)
The Model
40(4)
First Phase
40(1)
Second Phase
41(1)
Third Phase
41(3)
The Study
44(9)
Design
44(1)
Researching the `Real-Time Coaching for Pre-service Teachers Model'
44(2)
How the `Real-Time Coaching for Pre-service Teachers Model' Meets the Needs of Pre-service Teachers
46(1)
References
47(6)
Part II
4 Affective Learning: Adaptation, Resilience and Efficacy
53(14)
Increased Confidence
54(2)
Resilience in the Face of Challenges
56(1)
Development of a Critical Disposition Towards Professional Practice
57(3)
Summarising the Respondents' Experiences: Affective Learning
60(1)
Linking the Real-Time Coaching for Pre-service Teachers Model and Affective Learning
61(3)
Conclusion
64(1)
References
64(3)
5 Fostering Teaching Practice and Practical Teaching Skills
67(14)
Theory into Practice
68(3)
The Experience of Real-Time Coaching and the Community of Learners
71(3)
Identified Gaps in Skills
74(3)
Conclusion
77(1)
References
78(3)
6 Reflective Practice and Teacher Identities
81(12)
Learners of Their Own Teaching
82(1)
Trusted Feedback, Reflection and Experimentation
83(3)
Beliefs and Values
86(1)
Challenging Dogma
87(2)
Conclusion
89(1)
References
90(3)
7 Addressing the Strengths and Weaknesses of the `Real-Time Coaching for Pre-service Teachers Model'
93(8)
Strengths of the Model
94(1)
Room for Improvement
95(1)
Barriers to Adoption
96(1)
Ways Forward
97(1)
Conclusion
98(1)
References
99(2)
Appendix 101(26)
Glossary 127
Garth Stahl has an extensive background in teacher training both in London, UK and in New York City, US. His PhD research focused on experiences of marginalized populations in schools and how their experience in schooling could be improved through relationship-building between students and teachers.  He is currently working as a researcher at University of South Australia and as a Visiting Scholar at Western Sydney University.

Erica Sharplin is in the final stages of her PhD in education at UniSA, where she has been studying on scholarship. Her PhD research is an examination of how middle-school students in low SES contexts perceive their recreational spaces at school and the impacts on their behaviour. Prior to entering the field of education, Erica worked as a project manager and editor on several large-scale publishing projects, primarily in legal education. In 2009, Erica was the recipient of UniSAs Satisfac Credit Union Merit Award in recognition of outstanding performance in a B.Ed.





Benjamin Kehrwald is a specialist in technology-enhanced learning in higher education.  He has been involved with learning technologies since the early 1990s, developing innovative technology applications with a strong emphasis on user agency and social learning theory. In 2010 he was a recipient of the Distance Education Association of New Zealands award for excellence in open, flexible, distance and online education. He is currently leading educational development at the University of South Australia.
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