Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 21 August 2023
Issue publication date: 19 February 2024
Abstract
Purpose
This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.
Design/methodology/approach
In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.
Findings
Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.
Research limitations/implications
All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.
Practical implications
This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.
Originality/value
The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.
Keywords
Acknowledgements
This material is based upon work supported by the Toyota USA Foundation under grant numbers G001740 and G002017. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s). This work was funded in part by the National Science Foundation (DRL-2100320, DRL-2201723, DRL-2225240), the Wisconsin Alumni Research Foundation and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison. The opinions, findings and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.
Citation
Sager, M.T. and Wieselmann, J.R. (2024), "Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach", International Journal of Mentoring and Coaching in Education, Vol. 13 No. 1, pp. 1-16. https://doi.org/10.1108/IJMCE-01-2023-0012
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited