Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 28, 2024 - Issue 1
167
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Preparing to coach preservice teachers: professional learning of novice coaches

ORCID Icon, , &
Pages 104-121 | Received 18 Jun 2021, Accepted 09 Jan 2023, Published online: 30 Oct 2023

References

  • Bautista, N. U., and W. J. Boone. 2015. “Exploring the Impact of TeachMe™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs.” Journal of Science Teacher Education 26 (3): 237–262. https://doi.org/10.1007/s10972-014-9418-8.
  • Bean, R. M., D. Kern, V. Goatley, E. Ortlieb, J. Shettel, K. Calo, B. Marinak, et al. 2015. “Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey.” Literacy Research and Instruction 54 (2): 83–114. https://doi.org/10.1080/19388071.2014.998355.
  • Burns, R. W., and B. J. Badiali. 2015. “When Supervision is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor.” Action in Teacher Education 37 (4): 418–437. https://doi.org/10.1080/01626620.2015.1078757.
  • Cavanagh, M. 2019. “The Use of Video During Professional Experience for Initial Teacher Education.” In Teachers Professional Development in Global Contexts: Insights from Teacher Education, edited by J. Mena, A. García-Valcárcel, and F. J. García-Peñalvo, 263–281. Lieden, The Netherlands: Brill.
  • Charteris, J., and D. Smardon. 2013. “Second Look-Second Think: A Fresh Look at Video to Support Dialogic Feedback in Peer Coaching.” Professional Development in Education 39 (2): 168–185. https://doi.org/10.1080/19415257.2012.753931.
  • Cheliotes, L. M. G., and M. F. Reilly. 2018. Coaching Conversations: Transforming Your School One Conversation at a Time. 2nd ed. Thousand Oaks, CA: Corwin.
  • Costa, A. L., and R. J. Garmston. 2002. Cognitive Coaching: A Foundation for Renaissance Schools. 2nd ed. Norwood, MA: Christopher-Gordon Publishers, Inc.
  • Darling-Hammond, L., M. E. Hyler, and M. Gardner. 2017. Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
  • Dieker, L. A., J. A. Rodriguez, B. Lignugaris/Kraft, M. C. Hynes, and C. E. Hughes. 2014. “The Potential of Simulated Environments in Teacher Education: Current and Future Possibilities.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37 (1): 21–33. https://doi.org/10.1177/0888406413512683.
  • Dutta, D. 1999. “Simulation in Military Training: Recent Developments.” Defence Science Journal 49 (3): 275–285. https://doi.org/10.14429/dsj.49.3840.
  • Ellis, N. J., D. Alonzo, and H. Nguyen. 2020. “Elements of a Quality Pre-Service Teacher Mentor: A Literature Review.” Teaching and Teacher Education 92: 1–13. https://doi.org/10.1016/j.tate.2020.103072.
  • Gallucci, C., M. DeVoogt Van Lare, I. H. Loon, and B. Boatright. 2010. “Instructional Coaching: Building Theory About the Role and Organizational Support for Professional Learning.” American Educational Research Journal 47 (4): 919–963. https://doi.org/10.3102/0002831210371497.
  • Gaudin, C., and S. Chaliès. 2015. “Video Viewing in Teacher Education and Professional Development: A Literature Review.” Educational Research Review 16: 41–67. https://doi.org/10.1016/j.edurev.2015.06.001.
  • Grossman, P., C. Compton, D. Igra, M. Ronfeldt, E. Shahan, and P. W. Williamson. 2009. “Teaching Practice: A Cross-Professional Perspective.” Teachers College Record 111 (9): 2055–2100. https://doi.org/10.1177/016146810911100905.
  • Hoffman, J. V., M. M. Wetzel, B. Maloch, E. Greeter, L. Taylor, S. DeJulio, and S. K. Vlach. 2015. “What Can We Learn from Studying the Coaching Interactions Between Cooperating Teachers and Preservice Teachers? A Literature Review.” Teaching and Teacher Education 52: 99–112. https://doi.org/10.1016/j.tate.2015.09.004.
  • Hudson, M., K. S. Voytecki, and G. Zhang. 2018. “Mixed-Reality Teaching Experiences Improve Preservice Special Education Students’ Perceptions of Their Ability to Manage a Classroom.” Journal for Virtual Worlds Research 11 (2): 1–16. https://doi.org/10.4101/jvwr.v11i2.7308.
  • Hunt, C. H., and L. J. Handsfield. 2013. ““The Emotional Landscapes of Literacy Coaching: Issues of Identity, Power, and Positioning.” Journal of Literacy Research 45 (1): 47–86. https://doi.org/10.1177/1086296X12469969.
  • Ippolito, J. 2010. “Three Ways That Literacy Coaches Balance Responsive and Directive Relationships with Teachers.” The Elementary School Journal 111 (1): 164–190. https://doi.org/10.1086/653474.
  • Jacobs, J., K. Hogarty, and R. West Burns. 2017. “Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs.” Action in Teacher Education 39 (2): 172–186. https://doi.org/10.1080/01626620.2016.1248300.
  • Koh, S. H., K. M. Saeed, and A. R. Mohamed. 2019. “Instructional Coaching as a Tool for Professional Development: Coaches’ Roles and Considerations.” The Qualitative Report 24 (5): 1106–1132. https://doi.org/10.46743/2160-3715/2019.3774.
  • Kong, S. C., R. H. Shroff, and H. K. Hung. 2009. “A Web Enabled Video System for Self-Reflection by Student Teachers Using a Guided Framework.” Australasian Journal of Educational Technology 25 (4): 544–558. https://doi.org/10.14742/ajet.1128.
  • Kraft, M. A., D. Blazar, and D. Hogan. 2018. “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence.” Review of Educational Research 88 (4): 547–588. https://doi.org/10.3102/0034654318759268.
  • Kucan, L. 2007. “Insights from Teachers Who Analyzed Transcripts of Their Own Classroom Discussions.” The Reading Teacher 61 (3): 228–236. https://doi.org/10.1598/RT.61.3.3.
  • Marsh, B., and N. Mitchell. 2014. “The Role of Video in Teacher Professional Development.” Teacher Development 18 (3): 403–417. https://doi.org/10.1080/13664530.2014.938106.
  • Marsh, B., N. Mitchell, and P. Adamczyk. 2010. “Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education.” Computers and Education 54 (3): 742–748. https://doi.org/10.1016/j.compedu.2009.09.011.
  • Massey, S., L. Ortmann, and K. K. Brodeur. 2020. “Training Novice Literacy Coaches Through a Coaching Rounds Framework.” In Effective Practices in Online Teacher Preparation for Literacy Educators, edited by R. Karchmer-Klein and E. P. Kristine, 150–170 . Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch008.
  • McLeod, R. H., S. Kim, and K. A. Resua. 2019. “The Effects of Coaching with Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices.” Topics in Early Childhood Special Education 38 (4): 192–203. https://doi.org/10.1177/0271121418763531.
  • Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. An Expanded Sourcebook. 2nd ed. Thousand Oaks, CA: Sage Publishing.
  • Murphy, E., and M. A. Rodríguez-Manzanares. 2012. “Rapport in Distance Education.” International Review of Research in Open & Distributed Learning 13 (1): 167–190. https://doi.org/10.19173/irrodl.v13i1.1057.
  • Ortmann, L., K. Brodeur, and S. Massey. 2020. “The Learner Profiles of Novice Literacy Coaches.” Reading Horizons: A Journal of Literacy and Language Arts 59 (2): 59–83.
  • Palmeri, A. B., and J. A. Peter. 2019. “Pivoting from Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers.” In Handbook of Research on Field-Based Teacher Education, edited by T. E. Hodges and A. C. Baum, 495–517. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch021.
  • Rainville, K. N., and S. Jones. 2008. “Situated Identities: Power and Positioning in the Work of a Literacy Coach.” The Reading Teacher 61 (6): 440–448. https://doi.org/10.1598/RT.61.6.1.
  • Robertson, D. A., L. B. Padesky, E. Ford-Connors, and J. R. Paratore. 2020. “What Does It Mean to Say Coaching is Relational?” Journal of Literacy Research 52 (1): 55–78. https://doi.org/10.1177/1086296X19896632.
  • Rush, D. D., and M. L. Shelden. 2019. The Early Childhood Coaching Handbook. 2nd ed. Baltimore, MD: Brookes Publishing. http://www.brookespublishing.com/store/books/rush-70670/index.htm.
  • Saclarides, E. S., and B. D. Kane. 2021. “Understanding Mathematics Coaches’ Development: Coaches’ Attributions of Their Professional Learning in School Districts.” International Journal of Educational Research 109: 1–12. https://doi.org/10.1016/j.ijer.2021.101815.
  • Salas, E., C. A. Bowers, and L. Rhodenizer. 1998. “It is Not How Much You Have but How You Use It: Toward a Rational Use of Simulation to Support Aviation Training.” The International Journal of Aviation Psychology 8 (3): 197–208. https://doi.org/10.1207/s15327108ijap0803_2.
  • Shek, M. M., K.-C. Leung, and P. Y. To. 2021. “Using a Video Annotation Tool to Enhance Student-Teachers’ Reflective Practices and Communication Competence in Consultation Practices Through a Collaborative Learning Community.” Education and Information Technologies 26 (4): 4329–4352. https://doi.org/10.1007/s10639-021-10480-9.
  • Southcott, J., K. Marangio, D. Rady, and M. Gindidis. 2020. ““Taking the Most Delicate Care”: Beginnings of a Mentoring Relationship Between Teachers and Coaches in an Australian School.” The Qualitative Report 25 (7): 1905–1918. https://doi.org/10.46743/2160-3715/2020.4546.
  • Stoetzel, L., and S. Shedrow. 2020. “Coaching Our Coaches: How Online Learning Can Address the Gap in Preparing K-12 Instructional Coaches.” Teaching and Teacher Education 88: 1–11. https://doi.org/10.1016/j.tate.2019.102959.
  • Tripp, T. R., and P. J. Rich. 2012. “The Influence of Video Analysis on the Process of Teacher Change.” Teaching and Teacher Education 28 (5): 728–739. https://doi.org/10.1016/j.tate.2012.01.011.
  • Wetzel, M. M., J. V. Hoffman, and B. Maloch. 2017. Mentoring Preservice Teachers Through Practice: A Framework for Coaching with CARE. New York: Routledge.
  • Woulfin, S. L. 2017. “Coach Professional Development in the Urban Emergent Context.” Urban Education 55 (10): 1355–1384. https://doi.org/10.1177/0042085917714513.
  • Yanjuan, H., and K. van Veen. 2020. “Decomposing the Observation-Based Coaching-Process: The Role of Coaches in Supporting Teacher Learning.” Teachers & Teaching: Theory & Practice 26 (3–4): 280–294. https://doi.org/10.1080/13540602.2020.1823828.
  • Yin, R. K. 2014. Case Study Research Design and Method. 5th ed. Thousand Oaks, CA: Sage Publishing.
  • York-Barr, J., W. A. Sommers, G. S. Ghere, and J. K. Montie. 2006. Reflective Practice to Improve Schools: An Action Guide for Educators. 2nd ed. Thousand Oaks, CA: Corwin Press.
  • Ziv, A., P. R. Wolpe, S. D. Small, and S. Glick. 2003. “Simulation-Based Medical Education: An Ethical Imperative.” Academic Medicine 78 (8): 783–788. https://doi.org/10.1097/00001888-200308000-00006.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.