Faculty Publications

Coaching In Practice-Based Literacy Education Courses

Document Type

Article

Keywords

5-College/university students, Instructional strategies, Instructional strategies; methods and materials, Mentoring < Teacher education, Preservice < Teacher education, professional development, professional development, professional development, professional development, School based < Teacher education, Supervision < Teacher education, Teacher education; professional development, teaching strategies < Strategies, methods, and materials

Journal/Book/Conference Title

Reading Teacher

Volume

72

Issue

2

First Page

191

Last Page

200

Abstract

As teacher education programs shift to more practice-based methods in the preparation of literacy teachers, the ways in which teacher educators support the learning of their preservice teachers (PSTs) becomes paramount. In an effort to support PSTs in developing competency in instructional literacy routines, coaching has been found to support PSTs’ understandings of how to teach for student learning. In this article, three approaches to coaching are explored: rehearsals, a modified behind-the-glass approach, and structured video reflection. Drawing from rich examples of practice, attention is paid to the ways each method of coaching supports novice teachers in developing competency and the contexts in which each is used.

Department

Department of Curriculum and Instruction

Original Publication Date

9-1-2018

DOI of published version

10.1002/trtr.1692

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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