Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization

PurposeIn digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teacher...

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Published inInternational journal of mentoring and coaching in education Vol. 12; no. 2; pp. 194 - 215
Main Authors Caneva, Christiane, Monnier, Emilie, Pulfrey, Caroline, El-Hamamsy, Laila, Avry, Sunny, Delher Zufferey, Jessica
Format Journal Article
LanguageEnglish
Published Bingley Emerald Publishing Limited 02.05.2023
Emerald Group Publishing Limited
Subjects
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ISSN2046-6854
2046-6862
2046-6862
DOI10.1108/IJMCE-04-2022-0029

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Abstract PurposeIn digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.Design/methodology/approachEmploying a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.FindingsThe results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.Practical implicationsSome ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.Originality/valueThis study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.
AbstractList PurposeIn digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.Design/methodology/approachEmploying a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.FindingsThe results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.Practical implicationsSome ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.Originality/valueThis study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.
Purpose: In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer. Design/methodology/approach: Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group. Findings: The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school. Practical implications: Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans. Originality/value: This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.
Audience Elementary Education
Author Monnier, Emilie
Delher Zufferey, Jessica
Caneva, Christiane
Pulfrey, Caroline
El-Hamamsy, Laila
Avry, Sunny
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Copyright Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey
Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey. This work is published under http://creativecommons.org/licences/by/4.0/legalcode (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Copyright_xml – notice: Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey
– notice: Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey. This work is published under http://creativecommons.org/licences/by/4.0/legalcode (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
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Issue 2
Keywords Digital education reform
Teacher training
Professional development
Digital education
Instructional coaching
Technology coaching
Language English
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Snippet PurposeIn digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in...
Purpose: In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in...
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SubjectTerms Adult Basic Education
Adult Students
Coaching
Coaching (Performance)
Collaboration
Digital Literacy
Digital technology
Education reform
Educational Change
Educational Objectives
Educational Technology
Elementary School Teachers
Faculty Development
Foreign Countries
Inservice Teacher Education
Leadership
Learning
Mentors
Professional development
School Administration
School districts
Teachers
Teaching
Technology Education
Technology Integration
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Title Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization
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