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Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth: Collaborative Cyclic Guided Online Coaching

Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth: Collaborative Cyclic Guided Online Coaching

Kim H. Song
Copyright: © 2019 |Volume: 2 |Issue: 1 |Pages: 18
ISSN: 2572-4878|EISSN: 2572-486X|EISBN13: 9781522569060|DOI: 10.4018/IJTEPD.2019010106
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MLA

Song, Kim H. "Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth: Collaborative Cyclic Guided Online Coaching." IJTEPD vol.2, no.1 2019: pp.81-98. http://doi.org/10.4018/IJTEPD.2019010106

APA

Song, K. H. (2019). Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth: Collaborative Cyclic Guided Online Coaching. International Journal of Teacher Education and Professional Development (IJTEPD), 2(1), 81-98. http://doi.org/10.4018/IJTEPD.2019010106

Chicago

Song, Kim H. "Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth: Collaborative Cyclic Guided Online Coaching," International Journal of Teacher Education and Professional Development (IJTEPD) 2, no.1: 81-98. http://doi.org/10.4018/IJTEPD.2019010106

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Abstract

This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.

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