Using bug-in-ear technology as a coaching technique: a scoping review

Article

Gander, Timothy and Dann, Christopher. 2023. "Using bug-in-ear technology as a coaching technique: a scoping review." International Journal of Mentoring and Coaching in Education. 12 (1), pp. 62-81. https://doi.org/10.1108/IJMCE-05-2022-0040
Article Title

Using bug-in-ear technology as a coaching technique: a scoping review

ERA Journal ID200783
Article CategoryArticle
AuthorsGander, Timothy and Dann, Christopher
Journal TitleInternational Journal of Mentoring and Coaching in Education
Journal Citation12 (1), pp. 62-81
Number of Pages20
Year2023
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN2046-6854
2046-6862
Digital Object Identifier (DOI)https://doi.org/10.1108/IJMCE-05-2022-0040
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/IJMCE-05-2022-0040
Abstract

Purpose
This scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.

Design/methodology/approach
The PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.

Findings
BIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.

Practical implications
PLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.

Originality/value
This is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.

KeywordsBug-in-ear; Initial teacher education; Professional learning and development; Coaching, Mentoring; Performance feedback; Technology
Related Output
Is part ofCollaborative synchronous coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education
ANZSRC Field of Research 20203999. Other Education
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

This article is part of a UniSQ Thesis by publication. See Related Output.

Byline AffiliationsUniversity of Southern Queensland
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