Keywords

K–12, coaching, blended, online, data, faculty development

Abstract

With the growth of blended teaching comes a need to support teachers that are shifting their instruction to this mode of teaching. Coaching is a form of professional development that is growing in K–12 institutions. However, research of coaching specifically intended to support blended teaching practices is lacking. This phenomenological qualitative study seeks to contribute to the body of research by exploring the coaching experiences of four K–12 teachers from second, fifth, junior high, and high school that are new to blended teaching. Through semi-structured interviews we sought to understand how our participants were experiencing the support for blended teaching instructional design and implementation that their coaches were providing. We found that participants’ teaching practices were supported throughout their instructional process during planning, implementation, and reflection phases as coaches collaborated with teachers in activities such as brainstorming, training, technical support, observation, data analysis, and iteration. Coaches also developed relationships with teachers by conveying credibility, treating teachers as equals, communicating in a positive, non-judgmental way, being readily available, and cooperating with other teaching supports. These findings provide direction to coaches supporting blended teachers and administrators of coaching programs. Future research could explore changing needs as teachers build blended teaching confidence and differences in international settings.

Original Publication Citation

Jensen, M. A., & Graham, C. R. (2023). Coaching to support blended teaching: A phenomenological study of the coaching experiences of emerging k-12 blended teachers. Journal of Technology and Teacher Education, 31(1), 35-66.

Document Type

Peer-Reviewed Article

Publication Date

2023

Publisher

Journal of Technology and Teacher Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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