A Novel Computer-Supported Collaborative Coaching System with Novel Algorithm for Forming Groups

Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and experiences between pre-experienced teachers to help new recruits or those who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them escape isolation and use their solid information to guide their learners. To achieve the main task of our theme which is collaboration, we adopted the concept of groups. To demonstrate the effectiveness of the developed system an experiment was conducted. The results were highly satisfying and very encouraging.

“We're just building!”: a study of collaborative coaching interactions

PurposeThis paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.Design/methodology/approachGrounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.FindingsThis study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.Practical implicationsThis study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.Originality/valueThis study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

Learning From Practice: The Value of a Personal Learning Coach for High-Performance Coaches

Multiple actors and roles are now recognized and promoted to support the development of coaches. Personal coaching is an emerging industry in many professional fields yet remains insignificant in sport coaching. The purpose of this study was to document and assess the value of a 12-month collaborative action research in which a high-performance rugby coach, with the support of a personal learning coach, aimed to learn from her coaching practice. This research was operationalized using an appreciative inquiry framework. Personal coaching was conducted according to the principles of narrative-collaborative coaching. Data collection included interviews, video observation, audio recordings of coaching conversations, notes from phone calls, and email exchanges. Results showed that this partnership created a safe and challenging learning space where different coaching topics were addressed, such as reflective practice, leadership, and mental preparation. A deductive analysis of the debriefing interview was completed using the value creation framework developed by Wenger and colleagues. This analysis indicated that the high-performance coach’s relationship with the personal learning coach enabled the development of five types of value: immediate, potential, applied, realised, and transformative. Therefore, it is suggested that narrative-collaborative coaching can complement existing formal and non-formal learning activities.

Collaborative coaching and learning in midwifery clinical placements

The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England. The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning. The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.

Coaching elementary preservice teachers

Purpose The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching. Design/methodology/approach Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles. Findings Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching. Research limitations/implications The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices. Practical implications Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools. Originality/value Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.

Meningkatkan Kemampuan Guru dalam Menyusun Perencanaan Pembelajaran Melalui Pembinaan Kolaboratif Bagi Guru Kelas V di Dabin II Unit Pendidikan Kecamatan Gedangan

The problem in this research is not all teachers make the development of silabus and plan of learning implementation independently. This study aims to improve the willingness and ability of teachers in making the development of silabus and learning implementation plan (RPP) so that the process of teaching and learning directed learning achievement increases. The data source comes from the instrument delivered to all class V teachers in the Gedangan District, especially in the developed areas II. Analisis data is done by using descriptive and qualitative analysis, then consulted with the success criteria to determine whether collaborative coaching can improve the ability and willingness of teachers in making silabus and RPP. Based on the result of observation of silabus in the first cycle in obtaining the data of the percentage increase of conformity that is on the component of the teaching material from 50% to 75%, the learning activity increased from 25% to 75%, the indicator from 25% to 75%, the assessment type from 50% to 75%. While in the second cycle of RPP preparation there is an increase in terms of determining the existing learning model has increased: from 25% to 75% increase and assessment aspect from 25% to 75% increase, Indicator increased from 25% to 75% learning increased from 50% to 75%, teaching materials from 25% to 75%. Based on the results of data analysis above drawn the conclusion that: Collaborative coaching can improve the ability of teachers in making the development of silabus and learning implementation plan.