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Asking the Right Questions: An Exploration into the Introduction of Co-coaching Within Initial Teacher Science Education

Blackmore, Karen (2019) Asking the Right Questions: An Exploration into the Introduction of Co-coaching Within Initial Teacher Science Education. International Journal of Mentoring and Coaching in Education, 8 (3). pp. 163-181. ISSN 2046-6854

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Abstract

Purpose. The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach. A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings. Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value. This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.

Item Type: Article
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Uncontrolled Keywords: science teacher education, STEM, mentoring and coaching in HE, professional development for teachers
Subjects: L Education > LB Theory and practice of education
Divisions: Academic Departments > Institute of Education
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Depositing User: Karen Blackmore
Date Deposited: 18 Apr 2019 13:05
Last Modified: 09 Sep 2019 07:18
URI: https://eprints.worc.ac.uk/id/eprint/7859

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