scholarly journals Instructional Coaching Cycles and Career and Technical Educators’ TPACK

2021 ◽  
Author(s):  
Megan Motto
Keyword(s):  
Content Knowledge ◽  
Professional Learning ◽  
Instructional Coaching ◽  
Review Of The Literature ◽  
Instructional Coaches ◽  
Career And Technical ◽  
Technical Schools ◽  
Group Format ◽  
Career And Technical Educators ◽  
Technology Pedagogy

Most professional development occurs in a large group format. In most cases, there is little to no application or continued support for teachers. All teachers, particularly those in career and technical schools, struggle to implement newly learned strategies related to technology, pedagogy, and content knowledge (TPACK) with this type of support. A review of the literature proves that through the support of instructional coaches, teachers can improve their practice through sustained professional learning with a coaching peer. The study followed six, secondary teachers from a comprehensive career and technical school who participated in instructional coaching cycles to improve technology, pedagogy, and content knowledge (TPACK) in their classrooms. Results from the study suggest the utility of instructional coaching as a means of helping educators develop enhanced TPACK.

Literacy instructional coaching for inservice teachers through a community-engaged partnership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tala Michelle Karkar Esperat
Keyword(s):  
Professional Learning ◽  
Instructional Coaching ◽  
Time Frame ◽  
Theory And Practice ◽  
Inservice Teachers ◽  
Engaged Scholarship ◽  
Content Type ◽  
Instructional Coaches ◽  
Coaching Model ◽  
Community Engaged Scholarship

PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

scholarly journals Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.

2021 ◽  
pp. 1-9
Author(s):  
Issah Bala Abdulai
Keyword(s):  
High Schools ◽  
Content Knowledge ◽  
Professional Learning ◽  
Junior High ◽  
Alternative Hypothesis ◽  
Junior High Schools ◽  
Learning Session ◽  
Pedagogical Content ◽  
Significant Difference ◽  
Technology Pedagogy

The study sought to examine ICT teachers’ knowledge regarding technology, pedagogy and content using the TPACK model. In all, 44 teachers were randomly sampled from the 54 Junior High Schools in the Abuakwa South Municipality. A questionnaire was used to gather quantitative data. ANOVA was used to interpret the data collected. The findings suggested that the overall teachers’ knowledge in TPACK was moderate, however, the knowledge of teachers in technology was high. The results also indicated a positive relationship among the various TPACK domains. However, the result rejected the null hypothesis and accepted the alternative hypothesis which shows that statistically there is a significant difference among the various TPACK domains. It was concluded that a lot must be done to help improve the teachers’ TPACK. The study recommended a regular professional learning session to close the gap of the teachers’ knowledge in technology, pedagogy and content in the municipality. Keywords: Technological, Pedagogical Content Knowledge (TPACK), Information and Communication Technology (ICT)

scholarly journals Learning to Become Instructional Coaches in Health and Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 313-321 ◽  
Author(s):  
Tim Fletcher ◽  
Ken Lodewyk ◽  
Katie Glover ◽  
Sandra Albione
Keyword(s):  
Physical Education ◽  
Professional Learning ◽  
Value Theory ◽  
Expectancy Value ◽  
Instructional Coaches ◽  
Health And Physical Education ◽  
Coaching Model ◽  
Or Practice ◽  
Focus Group Data ◽  
Context Specific

Purpose: To examine the experiences of a cohort of health and physical education teachers and consultants who were learning to become instructional coaches. Methods: Three surveys and three focus groups were administered to 14 participants over 9 months to consider their experiences of learning to become instructional coaches. Concepts from expectancy-value theory guided analyses of both quantitative and qualitative data. Results: Participants reported positive experiences learning to become instructional coaches. Understanding and importance-utility value increased significantly between the administration of initial and end surveys. Focus group data generally supported quantitative findings while enabling more specific insights to be gained, particularly regarding specific moments of participants’ learning that led to a shift in thinking or practice. Conclusions: Participants valued their experiences learning to become instructional coaches and identified the instructional coaching model as a powerful form of job-embedded professional learning based on teachers’ context-specific needs.

scholarly journals Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations

2019 ◽  
Vol 56 (5) ◽  
pp. 1718-1768 ◽  
Author(s):  
Britnie Delinger Kane ◽  
Brooks Rosenquist
Keyword(s):  
Time Use ◽  
Instructional Coaching ◽  
School Administrators ◽  
School Level ◽  
Urban School District ◽  
District Leaders ◽  
Whole School Reform ◽  
Instructional Coaches ◽  
District Policy ◽  
Whole School

Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed.

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

2017 ◽  
Vol 68 (4) ◽  
pp. 411-425 ◽  
Author(s):  
Lynsey K. Gibbons ◽  
Paul Cobb
Keyword(s):  
Teacher Learning ◽  
Science Teachers ◽  
Professional Learning ◽  
Instructional Coaching ◽  
Learning Opportunities ◽  
Improve Instruction ◽  
Support Teacher ◽  
Coaching Activities ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.

Reflections on a Technology–Rich Mathematics Classroom

2011 ◽  
Vol 104 (6) ◽  
pp. 432-438
Author(s):  
Thomas E. Hodges ◽  
Elizabeth Conner
Keyword(s):  
Content Knowledge ◽  
Technology Use ◽  
Mathematics Classroom ◽  
Teaching Tools ◽  
Integrating Technology ◽  
The Subject ◽  
Technology Pedagogy

Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.

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