Exploring the Relationship Between Remote Coaching Interactions and Teacher Noticing

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-2 - Coaching and Feedback in Teacher Education

Abstract

We currently lack an understanding of what effective coaching interactions look like in an online context, and how teachers’ pedagogical learning gains can be conceptualized and measured over time. We address this gap by examining the relationship between remote coach-teacher interactions and shifts in teachers’ reflections on videos of classroom instruction. Specifically: RQ1) Do teachers notice more pedagogically important features (e.g., attend more to student thinking) when reflecting on their videotaped lessons over the course of the coaching intervention? RQ2) Do teachers shift in how they reason about events in videos of classroom instruction over the course of the intervention? RQ3) How do patterns of coach-teacher interactions relate to shifts in teacher noticing over time?

Authors

• Marguerite Elizabeth Walsh, University of Pittsburgh

• Dena Zook-Howell, University of Pittsburgh

• Donna D. Bickel, University of Pittsburgh

• Lindsay Clare Matsumura, University of Pittsburgh

• Richard James Correnti, University of Pittsburgh