A Multi-Case Analyses of Pre-service and In-service Teachers Response to Coaching Techniques

Abstract

This multi-case analysis investigates two separate
studies that involve pre-service and inservice
teachers. These studies aimed to seek
effective coaching models to improve instructional
teaching strategies. Data in both studies
were triangulated to find common and emerging
themes, validating the efficacy of coaching and
the improvement of teaching practices. While
there are many formats of providing high quality
coaching experiences to both pre-service
and in-service teachers, this study utilized after action
review and instructional coaching methods.
These studies examined opportunities in
which both pre-service and in-service teachers
were able to rethink teaching practices to trigger
change in instructional practice by igniting
a metacognitive process. It is through a metacognitive
process that teachers refine the past, present
and future teaching strategies.