Initial Teacher Training

Rationale

Context

Supporting student learning in communication, language and literacy: using collaborative or co–coaching in initial teacher education

Introduction

The objectives for these activities are to:

  • encourage and support a review of current practice to enable colleagues in ITT to embed co–coaching effectively in their work with student teachers and practitioners in the area of communication, language and literacy and beyond;

build understanding of:

  • the value of co–coaching in extending and embedding professional learning in the area of communication, language and literacy
  • the principles and skills of co–coaching
  • the use of co–coaching to develop questioning skills and how to engage in professional dialogue
  • the underpinning rationale for co–coaching through experimenting with the process and use of video resources
  • the way co–coaching skills can be developed and embedded into school and centre based practice.

Why use this set of resources?

  • The resources are based on strong evidence about the positive benefits of co–coaching (alongside specialist inputs) for teachers and for their pupils.
  • They link professional learning within ITT contexts with ongoing professional learning for teachers and a wide range of national, regional and local initiatives designed to structure and enhance professional development.
  • The resources have been extensively trialed in a range of contexts.
  • The resources have been set squarely in the context of ITT, and illustrate the powerful connection between collaborative learning and specialist inputs in the context of communication, language and literacy.
  • The resources will help to develop a reflective approach to practice.
  • The resources will help to enhance the participants’ perception of themselves as lifelong learners.