Virtual Mentoring and Coaching in a Literacy-Infused Science Program: Rural Fourth-Grade Teachers' Experiences and Perceptions

• In Event: Advancing Literacy Education Through Teacher Development in Diverse Contexts

Abstract

Teacher mentoring and coaching are vital for developing instructional capacity and pedagogical practices. This study focused on a cohort of in-service rural fourth-grade science teachers who participated in live virtual mentoring and coaching with real-time feedback (VMC-RTF) sessions, as part of a federally-funded randomized controlled trial aimed at enhancing literacy-infused science instruction. Using qualitative methods, we explored the types of real-time feedback provided by coaches and investigated teachers’ reflections and perceptions of their VMC-RTF experiences. Results showed that coaches delivered varied feedback based on classroom observations. Teachers had positive perceptions of the VMC-RTF sessions and implemented changes based on the feedback. The established rapport and trust between coaches and teachers fostered a supportive environment conducive to growth and learning.

Authors

• Andrea McMurray, Texas A&M University

• Henan Zhang, Texas A&M University

• Huiwen Pang, Texas A&M University

• Cindy L. Guerrero, Texas A&M University

• Kara Sutton-Jones, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University

• Fuhui Tong, Texas A&M University