Provides a blueprint for the implementation of real-time coaching in teacher education

Analyzes data from a qualitative approach to researching real-time coaching

Links experience-based research and practical advice with the needs of pre-service and early career teachers

Autorentext

Garth Stahl has an extensive background in teacher training both in London, UK and in New York City, US. His PhD research focused on experiences of marginalized populations in schools and how their experience in schooling could be improved through relationship-building between students and teachers. He is currently working as a researcher at University of South Australia and as a Visiting Scholar at Western Sydney University.

Erica Sharplin is in the final stages of her PhD in education at UniSA, where she has been studying on scholarship. Her PhD research is an examination of how middle-school students in low SES contexts perceive their recreational spaces at school and the impacts on their behaviour. Prior to entering the field of education, Erica worked as a project manager and editor on several large-scale publishing projects, primarily in legal education. In 2009, Erica was the recipient of UniSA's Satisfac Credit Union Merit Award in recognition of outstanding performance in a B.Ed.

Benjamin Kehrwald is a specialist in technology-enhanced learning in higher education. He has been involved with learning technologies since the early 1990s, developing innovative technology applications with a strong emphasis on user agency and social learning theory. In 2010 he was a recipient of the Distance Education Association of New Zealand's award for excellence in open, flexible, distance and online education. He is currently leading educational development at the University of South Australia.

Inhalt
Introduction to the Book.- Part I.- Chapter 1 Meeting the Needs of Pre-service Teachers through Teacher Training.- Chapter 2 A Review of the Literature on Coaching in Pre-service Teacher Education.- Chapter 3 Addressing the Needs of Pre-service Teachers through the 'Real-Time Coaching for Pre-service Teachers Model'.- Part II.- Chapter 4 Affective Learning: Adaptation, Resilience, Efficacy.- Chapter 5 Fostering Teaching Practice and Practical Skills.- Chapter 6 Reflective Practice and Teacher Identities.-Chapter 7 Addressing the Strengths and Weaknesses of the 'Real-Time Coaching for Pre-service Teachers Model'.