Investigating the Impact of Virtual Mentoring and Coaching on In-Service Teachers

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Effects of Coaching on Teacher Learning

Abstract

This study examined the impact Virtual Mentoring and Coaching (VMC) had on mentored teachers’ professional growth over six weeks using a validated classroom observation instrument. Pre- and post-classroom observations were collected during the six weeks of intervention. Additionally, mentee’s perception of their VMC experience was analyzed through a post-course mentoring survey. Both quantitative and qualitative results showed that VMC significantly impacted teachers’ professional growth. Mentored teachers showed growth in the implementation of ESL strategies and language content. Lastly, mentored teachers had positive perceptions of the VMC.

Authors

• Yessenia Gamez, Texas A&M University - College Station

• Mayra Danielle Vargas, Texas A&M University - College Station

• David Daniel Jimenez, Texas A&M University - College Station

• Valerie Choron, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station