Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education
Paper
| Paper/Presentation Title | Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education |
|---|---|
| Presentation Type | Paper |
| Authors | Gander, Tim |
| Journal or Proceedings Title | Proceedings of the 40th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2023) |
| Year | 2023 |
| Place of Publication | New Zealand |
| Digital Object Identifier (DOI) | https://doi.org/10.14742/apubs.2023.685 |
| Web Address (URL) of Paper | https://publications.ascilite.org/index.php/APUB/article/view/685 |
| Web Address (URL) of Conference Proceedings | https://publications.ascilite.org/index.php/APUB/issue/view/6 |
| Conference/Event | 40th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2023) |
| Event Details | 40th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2023) Parent Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Delivery In person Event Date 03 to end of 06 Dec 2023 Event Location Christchurch, New Zealand Event Venue Te Pae Convention Center Event Web Address (URL) |
| Abstract | Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching 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. |
| Keywords | initial teacher education; Coaching; third space |
| Related Output | |
| Is part of | Collaborative synchronous coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390303. Higher education |
| Public Notes | This article is part of a UniSQ Thesis by publication. See Related Output. |
| Byline Affiliations | University of Southern Queensland |
| AcademyEX, New Zealand |
https://research.usq.edu.au/item/zqv8z/collaborative-synchronous-coaching-to-support-triadic-collaboration-and-bridge-the-theory-practice-divide-in-initial-teacher-education
Download files
Published Version
| 685-ASCILITE Conference Full Paper-4829-2-10-20231126.pdf | ||
| License: CC BY 4.0 | ||
| File access level: Anyone | ||
14
total views4
total downloads2
views this month0
downloads this month