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Problem. With many teachers in the United States just starting to learn how to teach computer science (CS), many do not have others nearby with CS teaching experience to provide support on CS practices and concepts. To address this gap, we piloted a one-year remote coaching program designed to provide that missing individualized support to teachers. Research Question. Our research question for this project was: How does teachers’ ability to apply CS practices and knowledge of CS concepts change after the coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches): pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. CS coachees’ reported CS knowledge and skills and their ability to apply CS practices related to Standard 1 were significantly higher after the coaching intervention. Implications. As more teachers continue to learn how to teach CS and hone their skills and practices, engaging these teachers in coaching can be powerful in improving their student’s learning. Professional development providers and regional education agencies (districts and schools) could leverage the processes formed through this intervention (which is based on professional development practices with solid evidence for positive impacts) to provide similar coaching to teachers just learning how to teach CS.
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“Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations
We investigate the role of teachers' edge-emotions in coaching conversations. While emotions are common in instructional coaching, they are under-examined in research. This qualitative study examines a particularly emotional coaching event that we facilitated with an experienced mathematics teacher. We use Kerdeman's (2003) framework of being “pulled up short” to describe how the teacher's under- standing of her lesson was interrupted, resulting in negative emotions. She was ultimately motivated to transform her practice with our empathy and sustained support. We discuss implications for instruc- tional coaching, particularly how edge-emotions can be leveraged to support teachers' conceptual change.
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- Award ID(s):
- 2100784
- PAR ID:
- 10512565
- Publisher / Repository:
- Elselvier
- Date Published:
- Journal Name:
- Teaching and Teacher Education
- Volume:
- 121
- Issue:
- C
- ISSN:
- 0742-051X
- Page Range / eLocation ID:
- 103934
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.tate.2022.103934
