Collaborative synchronous coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education

Collaborative synchronous coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research highlights the effectiveness of using collaborative synchronous coaching (CSC) through Bug-in-Ear (BIE) technology to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three research stages tested the (1) concept of CSC in supporting the provision of feedback, (2) protocol and best practice for the use of CSC, including user-defined requirements and (3) the tool as a method to support the establishment of a third space that nurtures collaboration and flattens the power-structure in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new andragogical technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.

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