Instructional Coaching in Education: The Metacognitive Process of Refining Past, Present, and Future Teaching Practices

Abstract

Abstract Providing high quality on-site professional development opportunities for teachers to rethink teaching practices is growing through instructional coaching. However, little is known as to what components of instructional coaching trigger change in teacher practice. This study looked at the professional development model, instructional coaching, to determine specific techniques coaches use to ignite a metacognitive process in teachers, and challenges coaches face when implementing this model of professional development. It is through a metacognitive process that teachers refine past, present and future teaching strategies. Research was conducted with five coaching relationships (one instructional coach and one teacher or multiple teachers) during a spring semester using qualitative multi-case methodology. Data sources included interviews, observation of coaching cycles, reflection journals, and teacher surveys. The data was analyzed using pattern matching and explanation building, and then the researcher conducted a cross-case synthesis between all the cases involved in the study. The findings of this study identified six techniques (1) collaboration, (2) relationship building, (3) instructional rounds, (4) active coaching cycles, (5) digital technologies, and (6) reflective questioning that instructional coaches use to ignite a metacognitive process in teachers. It is through these techniques that coaches can provide high quality on-site professional development to change teacher practice and cultivate reflective teachers.