Backchannel discussions during classroom observations: Connecting theory and practice in real time

Howell, Penny B.; Sheffield, Caroline C.; Shelton, Alexandra; Vujaklija, Amy

doi:10.1080/00940771.2017.1272919

Cited by 9 publications

(1 citation statement)

References 4 publications

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“…On a less visible level, the third space can be regarded as a paradigm shift towards a collaborative and democratic environment for relationships to evolve (Williams et al, 2018). While there have been successful studies that aim to create hybrid 'third spaces' to support triadic collaboration (Howell et al, 2017;Wetzel et al, 2018;Youens et al, 2014) they have not been able to provide immediate feedback, which can support more rapid development in practice based environments (O'Brien et al, 2021;Rock et al, 2014;Sinclair et al, 2020).…”

Section: Collaborative Partnerships In the Third Space In Educationmentioning

confidence: 99%

Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education

Gander

2023

APUBS

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Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.

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