Empowering Teachers Who Work in Inclusive Practices

Abstract

Taking into account the effects of integration practices and the coronavirus (COVID-19) epidemic, e-coaching, which handles distance education practices and coaching approach together, came to the fore. With the global epidemic of COVID-19, new ones have been added to the professional competencies of teachers working in integration practices. In this respect, this chapter discusses the professional competencies of teachers working in integration practices and the competencies that they should have in order to use technology and emergency distance education applications. In addition, new approaches have been brought to the agenda with the effect of the epidemic in order to improve the emerging competencies of teachers and to strengthen teachers. Thus, in the new world, e-coaching, which handles distance education practices and coaching approach together, has become important. As a result, it is aimed to address the e-coaching approach, which offers a hybrid perspective to empower teachers working in integration environments in the context of their emerging new competencies.

Systematic Literature Review on the Effectiveness of E-Coaching in Higher Education

“…Ensher, Heun, and Blanchard (2003) suggested three stages of CMC-empowered mentoring that are required for training: CMC-only with no person-to-person or telephonic communication, CMC Primary in which greater than half of the dealings are carried out in person, accompanied by phone, electronic message, and other CMC expertise. A collective factor in all these definitions is that electronic coaching embraces human collaboration (Uysal, Sani-Bozkurt, Bozkus-Genc, & Gurgur, 2021). Berry (2005) claims that training should include a "distinct and commissioned association between two persons" and that for some levels of people, custom-made communication is vital for training to proceed (Moore, 2022).…”