Author:
Inwang Victoria Idongesit
Abstract
Abstract
This qualitative study investigates the challenges faced by five ESL teachers in Nigeria and the role of an e-coaching intervention in providing support for these challenges. In undertaking the study, the author engaged in a two-cycle coaching session involving a pre-planning conference and post-observation feedback with the teachers. Teachers were interviewed to examine their perceptions about e-coaching support. Analysis revealed several key findings on the role of the coach in providing instrumental support to the teachers, which they felt had a positive impact on their professional development. The study proposes e-coaching as a feasible teacher development activity in low-resource contexts and sheds light on whether the coaching models adopted via online platforms are accessible and practicable for experienced ESL teachers in comparable contexts across both sub-Saharan Africa and the wider Global South.
Publisher
Oxford University Press (OUP)
Subject
Developmental and Educational Psychology,Education,Language and Linguistics
Reference15 articles.
1. ‘Teacher Coaching in Nigeria; A Strategy for Enhancing Teachers’ Instructional Skills and Students’ Language Skills.’;Aliyu;International Journal on Language, Research and Education Studies,2019
2. ‘Key Challenges of Using Video when Investigating Social Practices in Education: Contextualization, Magnification, and Representation.’;Blikstad-Balas;International Journal of Research & Method in Education,2017
3. ‘About Research: Qualitative Methodologies.’;Dodgson;Journal of Human Lactation,2017
4. ‘Ways of Interacting: What Underlies Instructional Coaches’ Discursive Actions.’;Haneda;Teaching and Teacher Education,2019