Coaching in Practice-Based Literacy Education Courses
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
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 of Curriculum and Instruction
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Husbye, Nicholas E.; Wessel Powell, Christy; Vander Zanden, Sarah; and Karalis, Tiffany, "Coaching in Practice-Based Literacy Education Courses" (2018). Faculty Publications. 679.