Facilitating Professional Learning for Technology Coaches through Cross-District Collaboration

Autor/inn/en	Gallagher, Tiffany L.; Grierson, Arlene; Susin, Catherine A.
Titel	Facilitating Professional Learning for Technology Coaches through Cross-District Collaboration
Quelle	In: International Journal of Mentoring and Coaching in Education, 12 (2023) 2, S.216-230 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, Tiffany L.) ORCID (Grierson, Arlene) ORCID (Susin, Catherine A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-07-2022-0051
Schlagwörter	Faculty Development; Coaching (Performance); STEM Education; Electronic Learning; School Districts; Cooperation; Foreign Countries; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Canada + Suchen Sie Ihr Suchwort? STEM; School district; Schulbezirk; Co-operation; Kooperation; Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	Purpose: This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher. Design/methodology/approach: Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers' reflections and artefacts. Qualitative data analysis methods were employed. Findings: The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations. Practical implications: Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches' collaborative PL. Originality/value: Importantly, this project is an exemplar of how to support coaches' PL and growth through researcher facilitation of cross-district collaborative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01