This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices. The book includes a robust literature review summarizing the scholarship on coaching models used in teacher education. The authors explore how real-time coaching, as a specific approach, has the potential to address persistent problems in teacher education and early career teacher performance in the areas of teachers’ growth mindset, teacher resilience and disjuncture in applying theory to practice.
The scholarship allows readers to gain a better understanding of the history of coaching in teacher training, and the capacity of real-time coaching, specifically, in pre-service teacher training told through the words of participants.
Table des matières
Introduction to the Book.- Part I.- Chapter 1 Meeting the Needs of Pre-service Teachers through Teacher Training.- Chapter 2 A Review of the Literature on Coaching in Pre-service Teacher Education.- Chapter 3 Addressing the Needs of Pre-service Teachers through the ‘Real-Time Coaching for Pre-service Teachers Model’.- Part II.- Chapter 4 Affective Learning: Adaptation, Resilience, Efficacy.- Chapter 5 Fostering Teaching Practice and Practical Skills.- Chapter 6 Reflective Practice and Teacher Identities.-Chapter 7 Addressing the Strengths and Weaknesses of the ‘Real-Time Coaching for Pre-service Teachers Model’.
A propos de l’auteur
Garth Stahl has an extensive background in teacher training both in London, UK and in New York City, US. His Ph D research focused on experiences of marginalized populations in schools and how their experience in schooling could be improved through relationship-building between students and teachers. He is currently working as a researcher at University of South Australia and as a Visiting Scholar at Western Sydney University.
Erica Sharplin is in the final stages of her Ph D in education at Uni SA, where she has been studying on scholarship. Her Ph D research is an examination of how middle-school students in low SES contexts perceive their recreational spaces at school and the impacts on their behaviour. Prior to entering the field of education, Erica worked as a project manager and editor on several large-scale publishing projects, primarily in legal education. In 2009, Erica was the recipient of Uni SA’s Satisfac Credit Union Merit Award in recognition of outstanding performance in a B.Ed.
Benjamin Kehrwald is a specialist in technology-enhanced learning in higher education. He has been involved with learning technologies since the early 1990s, developing innovative technology applications with a strong emphasis on user agency and social learning theory. In 2010 he was a recipient of the Distance Education Association of New Zealand’s award for excellence in open, flexible, distance and online education. He is currently leading educational development at the University of South Australia.
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