Coaching Con Confianza: Use of Virtual Spaces for Preparing Latino/a Teachers

• In Event: Harnessing Improvement Science for Equity in Education: Addressing Inequities in Educational Leadership, Teacher Preparation, and Systemic Reform

Abstract

Teacher preparation programs (TPPs) across the nation vary widely and are significantly influenced by social, cultural, and institutional contexts. Teaching, as a situated profession, presents particular challenges to programs serving high-minority high-poverty regions. Employing improvement science as a framework, this exploratory case study examined a Hispanic-serving university-based TPP's use of immersive mixed reality simulation as a safe space for equity-focused reflective coaching con confianza (with trust). Findings illuminate the potential of virtual spaces for navigating challenging equity-focused conversations, the necessity for integrating equity-focused prompts into coaching protocols, and the benefits of collaborative coaching models.

Authors

• Criselda Garcia, University of Texas - Rio Grande Valley

• Veronica L. Estrada, University of Texas - Rio Grande Valley