Abstract
As online literacy teacher programs are becoming more widespread, the various approaches to designing clinics online require more investigation. In this research study, the researchers investigate the perceived interactions between tutors and external coaches in a pilot online literacy program. Grounded theory analysis of tutor and coach interviews, tutor course reflections, and tutor anonymous surveys highlights 5 features of perceived benefits of coaching: (a) The perception of learning about coaching practice; (b) The perception of coaching as improving instruction; (c) The perception of transferring coaching experience, (d) The perception of coaches as being present, and (e) Envisioning pathways for improvement.
Recommended Citation
Vokatis, Barbara
(2023)
"THE PERCEIVED BENEFITS OF COACHING IN AN ONLINE PILOT PROGRAM,"
Literacy Practice and Research: Vol. 48:
No.
1, Article 5.
Available at:
https://digitalcommons.fiu.edu/lpr/vol48/iss1/5