Online Instructional Coaching During the COVID-19 Pandemic

ABSTRACT

With COVID-19 necessitating a shift to online teaching and professional development, a unique opportunity to study online instructional coaching emerged. With prior evidence that the provision of a STEM curriculum unit and online coaching supported a first-year science teacher in improving his instructional practices, this study utilized interaction analysis to explore the coaching moves that were implemented by three STEM instructional coaches and identify the online coaching moves that prompted teacher reflection. Findings highlight the distinct coaching styles of the individual coaches and the range of moves that preceded teacher reflection. Implications for online instructional coaching are considered. © ISLS.