An exploration of challenges and support when coaches model instruction for teachers
An exploration of challenges and support when coaches model instruction for teachers
复制标题
探索教练为教师进行示范教学时面临的挑战和支持
DOI：
10.1108/ijmce-02-2021-0032
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发表时间：
2021
影响因子：
1.2
通讯作者：
E. Saclarides
中科院分区：
文献类型：
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作者：
E. Saclarides
目的建模是一项潜在的富有成效的活动，教练可以让教师参与支持教学和学习（Gibbons 和 Cobb，2017）。然而，缺乏实证研究来描述教练如何与教师一起有效地实施这项活动。本研究的首要目的是探索教练在为教师教学建模时面临的挑战和支持。设计/方法/方法对美国两个不同学区的五名教练和六名小学教师进行了 29 次半结构化访谈。使用文献驱动和新兴代码相结合的方式对数据进行定性编码。调查结果参与者确定了他们在涉及建模的辅导周期中面临的 16 种不同挑战，以及 11 种支持，这些支持最终可以提高所有参与方的建模课程的成功率。这些挑战和支持涵盖了背景因素、管理和后勤、教学困境和教师学习等广泛类别。 原创性/价值尽管建模是一种流行的辅导活动，但研究人员对与建模教学相关的挑战以及可以提高建模课程成功的支持的了解还刚刚起步。通过彻底了解此类挑战和支持，教练可以有效地利用建模来支持学校的教学和学习。因此，这项研究的结果将为教练实践以及未来的研究方向提供重要信息。
PurposeModeling is a potentially productive activity in which coaches can engage teachers to support teaching and learning (Gibbons and Cobb, 2017). Yet, there is a lack of empirical research that describes how coaches can productively implement this activity with teachers. The overarching purpose of this study was to explore the challenges and support coaches faced while modeling instruction for teachers.Design/methodology/approachTwenty-nine semi-structured interviews were conducted with five coaches and six elementary teachers in two different school districts in the United States. The data were qualitatively coded using a combination of literature-driven and emergent codes.FindingsParticipants identified 16 distinct challenges they faced during coaching cycles involving modeling, and 11 supports that could ultimately enhance the success of the modeled lesson for all involved parties. These challenges and support spanned the broad categories of contextual factors, management and logistics, pedagogical dilemmas and teacher learning.Originality/valueAlthough modeling is a popular coaching activity, researchers have only an emerging understanding of the challenges associated with modeling instruction, as well as the support that can enhance the modeled lesson's success. By having a thorough understanding of such challenges and support, coaches can effectively leverage modeling to support teaching and learning at their schools. Hence, the findings from this study will importantly inform coaching practice, as well as future research directions.