使用窃听技术作为指导技术:范围界定综述

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Timothy Gander, C. Dann
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引用次数: 0

摘要

目的本范围综述讨论了耳内窃听(BIE)技术是如何在特殊教育、普通教育和初级教师教育(ITE)中用于指导教师和职前教师的。审查的目的是确定实施BIE技术的实践范围,以及对教师、学习者、教练和专业学习与发展(PLD)提供者的潜在影响。设计/方法论/方法PRISMA框架指导了范围审查的结构。四个领先的教育数据库搜索提供了初步结果。同行审查确保严格遵守纳入和排除要求。两次筛选、一次手部搜索和滚雪球式搜索发现了20项相关研究供审查。FindingsBIE辅导是一种成本效益高的方法,可以支持教师和职前教师的发展,有可能提高学习者的成绩。远程提供辅导为PLD提供商带来了最广泛的好处。技术问题依然存在;因此,简单的方法最有效。有机会探索BIE辅导所需的辅导属性,以及BIE反馈与面对面的反馈有何不同。实际含义PLD应以可用资源为基础;然而,培训参与者在短时间内使用BIE是可能的。预先确定的提示应该在教练和老师之间共同构建。提示应在教学行为后3-5秒内发出,包括积极、纠正、提问和目标导向的陈述。独创性/价值这是首次对BIE辅导进行循证审查,重点介绍了特殊教育、普通教育和ITE方面的有效实践。这篇综述还探讨了BIE辅导是如何与教师一起使用的,这一点尚未详细介绍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using bug-in-ear technology as a coaching technique: a scoping review
PurposeThis scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.Design/methodology/approachThe PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.FindingsBIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.Practical implicationsPLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.Originality/valueThis is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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