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Increasing Teacher Access to Instructional Coaching Through Virtual Tools: Advantageous Before, During, and After the Pandemic

, , The University of Kansas, United States

Journal of Technology and Teacher Education Volume 30, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article presents findings from a study examining the impact of a virtual community of practice (VCoP) on professional development (PD) providers learning how to coach teachers using a virtual coaching model called VECTOR. The study was conducted during a time of widespread school closures amidst a global pandemic, but findings can inform the feasibility and usability of VCoPs in situations where learners are geographically or otherwise isolated from learning experiences. Using a non-parametric t-test, pre-/post-group change showed significant effect sizes in three areas: participants’ use of virtual tools for coaching (ES = 0.551), learning a process to engage in virtual coaching (ES = 0.597), and belief that future coachees (typically classroom teachers) are well-prepared and supported (ES = 0.553). Differences in participants’ prior coaching experience lead to questions that could inform future studies on the ideal makeup of VCoPs, and the impact of participant demographics on learning and other VCoP benefits.

Keywords: instructional coaching, professional development, professional learning, communities of practice, virtual, virtual coaching

Citation

Myers, S. & Washburn, J. (2022). Increasing Teacher Access to Instructional Coaching Through Virtual Tools: Advantageous Before, During, and After the Pandemic. Journal of Technology and Teacher Education, 30(3), 377-405. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 3, 2022 from .