Epistemic Frames of Instructional Coaching Planning and Debrief Meetings: A Quantitative Ethnography Approach

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  In Roundtable Session: Teacher Knowledge in Cultural, Content, and Pedagogical Stances (Table 36)

Abstract

This paper explores the epistemic connections between three instructional coaches and a first-year in-service science teacher during integrated STEM instructional planning and debrief meetings. Prior evidence suggests that remote instructional coaching led to better teaching practices and identified the instructional coaching moves used to prompt teacher reflection. This study utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported the teacher. Quantitative findings highlight the epistemic frames across planning and debrief meetings. Further, we present qualitative findings to support the quantitative findings. Our findings helped deepen our understanding of how instructional coaches can support early-career teachers as they plan and reflect upon integrated STEM curriculum implementation.

Authors

• Marc Sager, Southern Methodist University

• Jeanna R. Wieselmann, Southern Methodist University