Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education

Figures & data

Figure 1. Traditional teacher training triad. Adapted from Bernay et al. (2020).

Adapted with permission from “Three models of effective school-university partnerships,” by Bernay et al. (2020), New Zealand Journal of Educational Studies, 55(1), p. 138. https://doi.org/10.1007/s40841/020/00/171/3 Copyright 2020 by Springer.

Figure 2. Collaborative synchronous coaching (CSC).

Table 1. CSC Participants.

Coaching triad	Position in program	Years teaching/coaching	Number of sessions using CSC
Triad 1
Kurt (VL1)	Visiting lecturer (lead researcher)	20	5
Dave (PST1)	Pre-service teacher	2
Chris (ISM1)	School Mentor	25
Triad 2
Annie (VL 2)	Visiting lecturer	17	3
Mark (PST 2)	Pre-service teacher	2
Zoe (ISM 2)	School Mentor	23
Triad 3
Darcy (VL 3)	Visiting lecturer	20	3
James (PST 3)	Pre-service teacher	2
Billy (ISM 3)	School Mentor	35
Triad 4
Aroha (VL 4)	Visiting lecturer	14	2
Joel (PST 4)	Pre-service teacher	2
Phoebe (ISM 4)	School Mentor	20

Table 2. Concepts to enable the third space in ITE.

Concept	Sub-concept
(1) Negotiating identities	a. Crossing boundaries
	b. Performing hybrid roles
(2) The intersection of epistemologies	a. Towards new pedagogical possibilities
	b. A digital third space
	c. Interconnecting knowledge sources

Table 3. All Participants Pre and Post-Score Data.

	Mean	t-value	Two-sided p
Pre/post-test	−9.42857	−3.213	0.018

Table 4. PST Isolated Pre and Post-Score Data.

	Mean	t-value	Two-sided p
Pre/posttest	−15	−7.071	0.006

Co-constructed questions for the pre and post-test survey

Question: Please respond to these statements regarding how you currently feel you work as a triad (the team of the Pre-service teacher, the In school mentor and the Hoe Ākau). 1 = Strongly Disagree, 5 = Strongly Agree
The school, the ITE provider and the pre-service teacher are well connected
I feel like there is a strong connection between the coursework, the school the classroom
I feel like I understand my roles and responsibilities
I feel safe in this triadic relationship
I understand the professional contexts of the other members in the triad
I can negotiate my personal and professional identity.
I feel like there is reciprocity in the triadic relationship
I feel like I can perform different roles as a learner, mentor and coach
I feel like the triad works together to support collaboration and sense making
I feel like there is a neutral space within the triad where everyone has equal influence
I feel like I work together, rather than in parallel to the other members of the triad
I feel like we can create new possibilities
I feel like the triad operates as a community of practice
I feel like the triad works well in a digital space
I feel comfortable engaging in pedagogical dialogue with the other members of the triad
I feel like my knowledge is valued
I feel like my opinions are valued
I feel like we can construct knowledge together
I feel like there is collaborative engagement
I feel like there is critical engagement
I feel like there is a good connection between the practice and the theory

Prompts for participant questions in semi-structured interviews.

Question

Which aspects of collaborative synchronous coaching were most effective and why? What could be different next time?

What observable and measurable impacts on teaching and learning were there?

What specific parts of the process are the most significant and why?

What did you learn about working with the other members of the group?

How about communication methods? Did it impact dialogue?

What happened to the collaborative relationship through using CSC?

Do you think your role changed at all?

How did you develop the focus of the observation and the feedback?

Were there any new or different types of conversation

Were there any new opportunities to create knowledge?

Were there any surprises?

Anything else?

Bernay, R., Stringer, P., Milne, J., & Jhagroo, J. (2020). Three models of effective school–university partnerships. New Zealand Journal of Educational Studies, 55(1), 133–148. https://doi.org/10.1007/s40841-020-00171-3

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