E-Coaching to Support University-Public School Partnerships

Abstract

Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are discussed.

Real-Time Support: Using eCoaching to Increase Preservice Teachers’ Confidence to Teach

“…Furthermore, through the unique way eCoaching integrates a fluid implementation of the gradual release of responsibility instructional model, eCoaches can also use this professional learning strategy as a means to help PSTs find ways to teach and model media literacy skills as an integrated part of their content learning objectives in a seamless and meaningful manner. We know that eCoaching increases confidence to teach (Bellows et al, 2019), and we agree that PSTs need to see instructional strategies modeled in order to gain knowledge and skills needed to teach effectively (Gretter & Yadav, 2018). Research indicates that confidence has a positive impact on student achievement (Hattie, 2012;Khan, 2011;Ashton, 1984).…”

“…While receiving virtual support from the eCoach located outside of the classroom (e.g., across the hall, in another building, in another town), the PST has the opportunity to be "alone" in the classroom and experience what it feels like to be responsible for student learning while also receiving feedback and support from an experienced teacher. This "supported virtual independence" has been noted to have a positive impact on teaching confidence (Bellows et al, 2019).…”

“…In addition to improving instructional practices, initial findings from ongoing qualitative research indicate eCoaching also increases PSTs' confidence to teach (Bellows et al, 2019). While receiving virtual support from the eCoach located outside of the classroom (e.g., across the hall, in another building, in another town), the PST has the opportunity to be "alone" in the classroom and experience what it feels like to be responsible for student learning while also receiving feedback and support from an experienced teacher.…”