Integration of Virtual Cognitive Coaching with Learning by Scientific Design: A Framework for Enhanced Teacher Professional Development

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

This research examines integrating virtual Cognitive Coaching with Learning by Scientific Design (LbSD) principles to enhance teacher professional development. Through a qualitative case study involving three instructional coaches and four in-service teachers in a TESOL practicum within Midwestern school districts, this study explores how virtual Cognitive Coaching transforms teaching practices when aligned with LbSD's six core principles: Deepening Meaning and Learning, Connecting the Dots, Managing the Learning Load, Practicing with Purpose, Building Feedback Loops, and Creating a Motivating Environment. Grounded in cognitive apprenticeship theory and employing grounded theory methods, findings demonstrate that virtual Cognitive Coaching, when systematically aligned with cognitive science principles, effectively supports teacher transformation through structured reflective practices, leveraging funds of knowledge, and evidence-based pedagogical approaches for equitable teaching.

Authors

• Dawn Thieman, University of Missouri - St. Louis

• Natalie Bolton, University of Missouri - St. Louis