Implementing a coaching model for the development of online teachers

Gilmore, Dawn

doi:10.1080/1360144x.2020.1822847

Cited by 10 publications

(9 citation statements)

References 32 publications

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“…The coaches led the modeling or direct instruction and demonstrated how to set, develop, and implement literacy materials and instructional strategies and practices (Gilmore, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…program guide and handbook (Gilmore, 2020;Pugh, 2017;Toll, 2017). to determine if there are any inconsistencies or additions.…”

Section: Discussionmentioning

confidence: 99%

“…Program and the literacy coaching cycles in the literacy coaching program guide and handbook (Gilmore, 2020;Pugh, 2017;Toll, 2017) based on the researcher's observation. Meanwhile, the second research question required the researcher to observe the process of literacy coaching in the Online Literacy Coaching Program using observation protocol and field notes as the instruments.…”

Section: Data Collectionmentioning

confidence: 99%

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Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher

Sumedi¹,

Mayuni²,

Sulistyaningrum³

2022

NOBEL

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Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.

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“…The coaches led the modeling or direct instruction and demonstrated how to set, develop, and implement literacy materials and instructional strategies and practices (Gilmore, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…program guide and handbook (Gilmore, 2020;Pugh, 2017;Toll, 2017). to determine if there are any inconsistencies or additions.…”

Section: Discussionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

See 1 more Smart Citation

Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher

Sumedi¹,

Mayuni²,

Sulistyaningrum³

2022

NOBEL

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“…Some participants were in different colleges within a single campus (Yang et al, 2020), and some were located across multiple campuses of the same institution (Borkoski & Prosser, 2020;Harvey et al, 2021). Other participants were located in multiple institutions within a country (Bickle et al, 2021;Gottlieb et al, 2021;Mead et al, 2021), an online faculty for a single institution located throughout a country (Gilmore, 2021), or in multiple countries (Campbell et al, 2022;Cottom et al, 2018;Filipe et al, 2021;Henriques & Hopkins Eyles, 2021).…”

Section: What Digital Tools Have Been Used In the Vcops Researched?mentioning

confidence: 99%

Virtual Communities of Practice for Faculty and Staff in Higher Education

Beres

Janes

2023

IJEDE

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In March 2020 a Canadian polytechnic moved to pandemic induced online learning and a virtual community of practice (vCOPs) called the Digital Learning Exchange (DigEx) was created to support faculty and staff in this transition. This systematic literature review, a preliminary step in the research of the efficacy of the Digital Learning Exchange, examines the recently published literature that researched vCOPs in higher education over the last five years. Several aspects of the vCOPs studied are identified and compared including: the defining characteristics of the communities, the digital tools used and the rationale for their selection, the positive impacts of the use of digital tools, the barriers created by the application of the technology, and the benefits experienced because of faculty and staff participation in the vCOPs.

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“…2 • Fall 2022 a formalized teaching development program for new lecturers at a research-intensive university, where it was advised that teaching CoPs be seeded (Warhurst, 2006). However, it has been noted that "it is critical for teachers to apply what they have learned from others to their teaching practice and not simply attend a professional development event with a group of other teachers" and that a CoP framework is a necessary component to assist in the design of professional development for university teaching (Gilmore, 2020). Of particular relevance to the COVID-19 educational environment, hybrid in-person and online teaching CoPs have also been developed.…”

Section: Contextmentioning

confidence: 99%

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

Charles

Moon

Dicks

2022

To Improve the Academy: A Journal of Educational Development

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This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the authors specifically reflect on (a) the opportunities presented for reciprocity within their triadic mentorship structure; (b) the value their different scholarly fields offered them in pursuit of professional development and open exchange; and (c) the broadened knowledge base of pedagogical techniques their multidisciplinarity afforded them throughout the P2P CoP. They interpret their experiences of building relationships to offer insights into the unique and transformative advantages of teaching triad mentorship models. These include faculty peer mentoring and professional development opportunities that are not merely formalized but institutionally supported and related benefits for other institutions of higher education.

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Implementing a coaching model for the development of online teachers

Cited by 10 publications

References 32 publications

Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher

Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher

Virtual Communities of Practice for Faculty and Staff in Higher Education

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

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