Paradoxes of in-school teacher coaching by outsiders

Ludecke, Michelle; Rutherford, Sarah; Sawatzki, Carly; Rady, Donna; Gindidis, Maria; Marangio, Karen; Tour, Ekaterina

doi:10.1007/s13384-021-00444-w

Cited by 4 publications

(7 citation statements)

References 34 publications

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“…Reflecting the social and situated nature of the professional learning, coaches learned alongside teachers and became increasingly adept at guiding teachers to decide the direction that the coaching relationship would take and the terms upon which teaching and learning would be enacted at Edgewater School. This process was messy, uncomfortable and took time (Ludecke et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Twenty-five teachers across the early years, primary and secondary sections of Edgewater School completed a confidential online application to participate. The application to participate was used to match all 25 applicants to an academic coach aligning teachers' interests with coaches' expertise (see Ludecke et al, 2021). Twenty-one teachers completed the program.…”

Section: Participantsmentioning

confidence: 99%

“…While this approach was stipulated by Edgewater School, it resembles the coaching cycle typically used in pre-service teacher education research studies (Stahl et al, 2018) and aligns well with action research methodology. The coaching programme and the learning experiences of teachers within it is discussed by Ludecke et al (2021). Professional reading was identified as a crucial activity to expand the teachers' capacity to make sense of challenges encountered in their everyday teaching as well as imagine alternative possibilities for solving these (Kemmis et al, 2014).…”

Section: Action Researchmentioning

confidence: 99%

“…An early step towards engaging teachers was to provide them with what coaches perceived to be thought-provoking professional literature that reflected the school's strategic priorities and professional learning interests that teachers had nominated (see Ludecke et al, 2021). A list of more than 50 readings was made available.…”

Section: Suggesting Relevant Readings and Other Professional Resourcesmentioning

confidence: 99%

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Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice

2022

Self Cite

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The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article reports on how regular coach meetings provided a forum for professional discourse about successes and struggles that contributed to the generation of four interconnected strategies that supported teachers in making connections between educational research and their problems of practice. While experimenting with more sophisticated research-informed pedagogies sometimes produced tensions in the form of student resistance, persistence led to eventual success and tended to affirm for the majority of teachers that reading is a worthwhile professional activity. This, in turn, motivated teachers to continue reading. That coaches grew in their ability to encourage teachers to read and experiment is testament to the effectiveness of the coach meetings for supporting and extending their work as teacher educators.

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Section: Discussionmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Action Researchmentioning

confidence: 99%

Section: Suggesting Relevant Readings and Other Professional Resourcesmentioning

confidence: 99%

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Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice

2022

Self Cite

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“…Agency is referred to as the "power of the individual to choose what happens next" (Lindgren and McDaniel 2012: 344). Developing quality teachers underpins the policy push for personalized learning (Ludecke et al, 2021), and teacher agency sits at the forefront of this consideration. As such, personalized learning may or may not use technology.…”

Section: Personalized Learningmentioning

confidence: 99%

Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper

Arantes

2023

Policy Futures in Education

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There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely different process from personalization with digital twins. Drawing on new materialist thinking, it explores the impacts and implications for discourse concerning teacher quality and disadvantages within educational systems. It clarifies the conflation of the terms “personalized learning” and “personalization” to illuminate the power, positionality, and privilege enabled for some, in conflating terms in Australian educational policy.

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Translations: A Self-Study of Teacher Education Practices of a Non-Native Speaking University Faculty Teaching in Cross-Cultural Contexts

Saito

Ludecke

2023

Studying Teacher Education

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Paradoxes of in-school teacher coaching by outsiders

Cited by 4 publications

References 34 publications

Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice

Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice

Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper

Translations: A Self-Study of Teacher Education Practices of a Non-Native Speaking University Faculty Teaching in Cross-Cultural Contexts

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