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E-Coaching to Support University-Public School Partnerships: Disrupting Power Dynamics in Teacher Education

E-Coaching to Support University-Public School Partnerships: Disrupting Power Dynamics in Teacher Education

Elizabeth Bellows, Aftynne E. Cheek, Morgan Blanton
Copyright: © 2019 |Pages: 21
ISBN13: 9781522580096|ISBN10: 1522580093|EISBN13: 9781522580102
DOI: 10.4018/978-1-5225-8009-6.ch016
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MLA

Bellows, Elizabeth, et al. "E-Coaching to Support University-Public School Partnerships: Disrupting Power Dynamics in Teacher Education." Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, et al., IGI Global, 2019, pp. 333-353. https://doi.org/10.4018/978-1-5225-8009-6.ch016

APA

Bellows, E., Cheek, A. E., & Blanton, M. (2019). E-Coaching to Support University-Public School Partnerships: Disrupting Power Dynamics in Teacher Education. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 333-353). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch016

Chicago

Bellows, Elizabeth, Aftynne E. Cheek, and Morgan Blanton. "E-Coaching to Support University-Public School Partnerships: Disrupting Power Dynamics in Teacher Education." In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, 333-353. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8009-6.ch016

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Abstract

Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are discussed.

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