the role of coaching in telecollaborative language exchanges
TRANSCRIPT
The role of coaching in telecollaborative language exchanges
Dr Sabela Melchor-Couto Dr Kristi Jauregi Ondarra University of Roehampton Utrecht University (London)
Introduction
New teacher roles
Time investment
Learning curve
Training +
SupportCoaching
Summary of contents
Brief introduction to TILA
Coaching
Coaching evaluation in TILA
Perceived teacher competences
Conclusion
Bibliography
TILA
Funded by the European Commission
Context: the TILA project
2013-2015
269 teachers trained
550 h coaching
Coaching
Lofthouse, Leat & Towler (2010) Coaching for teaching and learning: a practical guide for schools. Reading: CfBTEducation Trust
Pedagogical innovation
+ technical guidance
BEFOREDURINGAFTER
TCSessionsTask design
Organisation
Implementation
Evaluation
Coaching assessment
Evaluation survey
Completed by 23 teachers
Positive feedback
Value of the guidance:
task design
organising TC sessions
coordinating with partners
Coaching assessment
Coaching assessment
30%
39%
26%
4%
Confidence for TC
5
4
3
2
1
Teacher competences
15 teachers
At least 3 TC sessions
No previous TC experience
Survey: Demographic information Organisational comp.: 9 items
Pedagogical comp.: 5 items Digital comp.: 3 items Attitudes & beliefs: 2 items
Telecollaboration Teacher Competences
(O’Dowd, 2015)
Organisational
Pedagogical
Digital
Attitudes & beliefs
Organisational
Digital
Teacher competences
Rate your ability to… …organise and structure real-time student interaction taking into account the particular affordances and technicalities of synchronous tools such as videoconferencing, chat etc.
…explain clearly to possible partner-teachers your plans and expectations related to a possible exchange
a)…employ various strategies to ‘match’ learners from the different institutions b)…to create effective partnerships and exchange groups
at the beginning / at the end of the telecollaboration experience
Scale 1-10
Teacher competences12 respondents
+1.48 +1.55+1.16+1.04
ORGANISATIONAL PEDAGOGICAL DIGITAL ATTITUDES & BELIEFS
Teacher competences
+2.7
+1.78
+1.75
+1.75
+1.83
+1.5
+1.66
+1.5
ORGANISATIONAL
PEDAGOGICAL
DIGITAL
ATTITUDES & BELIEFS
A2
Teacher competences12 respondentsRole played by the coach in TC competences:
•Excellent guidance.•The help provided by our coach has been priceless.•The experience would not have been so positive without the support and empathy provided by our coach. •We have felt supported and motivated by our coach.•Essential. I’ve felt supported at all times. We discussed different options and it was very useful in terms of fine-tuning tasks.
Teacher competences12 respondents
• Very helpful, especially for organisational aspects. • Their guidance in solving organisational and
technical problems has been useful and they have helped us achieve our common goals.
• Their help has been useful for choosing the most appropriate tool.
• The debriefing meetings held after every TC session have been useful to correct certain aspects.
Teacher competences
Results Summary
• Digital competencesDigital competences Organisational competences
Highest perceived
improvement
Real-time telecolaboration
Explaining use of tools Choosing the right tool
Designing the exchangeWorking with partner-teachers: -Negotiating -Explaining their objectivesCreating effective partnerships
& working with students
Conclusions Coaching is highly valued by participating teachers. It provides the necessary support, usually lacking at
their institutions. It provides motivation, essential when trying to
innovate It helps teachers develop pedagogical,
organisational and digital competences.
Limitations: Small number of participants Data gathered a few months after the TC experience Answers based on their perceptions
These limitations will be corrected in the next project!
Bibliography
Lofthouse, Leat & Towler (2010) Coaching for teaching and learning: a practical guide for schools. Reading: CfBTEducation Trust. Available at http://www.ncl.ac.uk/cflat/news/documents/5414_CfT_FINALWeb.pdf
O’Dowd, R. (2015) “Supporting in-service language educators in learning to telecollaborate”. Language Learning & Technology, 19(1), 64–83.
