Using eCoaching to Improve Practice of Novice Teacher Educators

Main Article Content

Kelley Regan Margaret (Peggy) Weiss Anya Evmenova

Abstract

Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.

Article Details

How to Cite
Regan, K., Weiss, M. (Peggy), & Evmenova, A. (2017). Using eCoaching to Improve Practice of Novice Teacher Educators. Journal of Teaching and Learning With Technology, 6(1), 45-64. https://doi.org/https://doi.org/10.14434/jotlt.v6.n1.21321
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Articles
Author Biographies

Kelley Regan, George Mason University

Associate ProfessorDepartment of Special Education and disAbility ResearchCollege of Education and Human Development

Margaret (Peggy) Weiss, George Mason University

Assistant ProfessorDepartment of Special Education and disAbility ResearchCollege of Education and Human Development

Anya Evmenova, George Mason University

Assistant ProfessorDepartment of Special Education and disAbility ResearchCollege of Education and Human Development