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 in | International journal of mentoring and coaching in education Vol. 12; no. 2; pp. 194 - 215 |
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Main Authors | , , , , , |
Format | Journal Article |
Language | English |
Published |
Bingley
Emerald Publishing Limited
02.05.2023
Emerald Group Publishing Limited |
Subjects | |
Online Access | Get full text |
ISSN | 2046-6854 2046-6862 2046-6862 |
DOI | 10.1108/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. |
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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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Cites_doi | 10.1086/668767 10.3102/0162373710363743 10.1177/2167696815587648 10.1080/21532974.2020.1804494 10.1080/00405841.2016.1274575 10.51388/20.500.12265/47 10.4000/rsa.525 10.3102/0162373716638446 10.1086/653475 10.7202/1037363ar 10.1080/1475939X.2014.942750 10.1080/13645579.1998.10846874 10.3102/0002831219826580 10.1191/1478088706qp063oa 10.1108/IJMCE-10-2015-0030 10.1177/0013161X14522814 10.1016/j.cptl.2018.03.019 10.32674/jsard.v1i2.1917 10.1177/0013161X09347341 10.1080/13645579.2018.1427604 10.1080/00405841.2016.1241947 10.3102/0013189X10393501 10.1080/02619768.2017.1416085 10.3102/0002831210371497 10.1177/0022487109348024 10.4000/sociologies.3058 10.1086/661994 10.3102/0034654318759268 10.3102/0013189X032006003 10.1177/0022487117702579 |
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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. |
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Keywords | Digital education reform Teacher training Professional development Digital education Instructional coaching Technology coaching |
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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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