Modelling with purpose: from ambiguity to impact in instructional coaching for digital education
PSPE
- Caneva, Christiane ORCID Didactics and Digital Skills Service, Université de Fribourg, Switzerland
- 2025
Published in:
- International Journal of Mentoring and Coaching in Education. - Emerald Publishing Limited. - 2025, p. 1-19
Instructional coaching
Digital literacy
Professional development
Educational leadership
In-class modelling
English
Purpose – This study aims to explore how instructional coaches (ICs) implement in-class modelling as a professional development (PD) strategy to support digital education. It investigates their perceptions of the activity’s usefulness, the challenges they encounter and the influence of leadership clarity on their effectiveness.
Design/methodology/approach – A convergent mixed-methods design was used, combining survey data from 87 ICs with qualitative insights from 5 focus groups. Data were analysed using descriptive statistics and thematic analysis, guided by Sch€on’s reflective practice framework.
Findings – Although ICs often report strong management support and adequate resources, their work is hindered by time limits and unclear roles. In-class modelling is common but inconsistently applied, often without clear goals or active teacher input. Logistical issues – such as unstructured pre-discussions and informal debriefings – add complexity. Leadership decisions on modelling are frequently top-down and disconnected from pedagogy, leading some ICs to view them as undermining rather than supporting teacher agency.
Research limitations/implications – The study is context-specific and cross-sectional. Future research a should examine longitudinal impacts and explore coaching effectiveness across diverse contexts.
Practical implications – To improve the impact of in-class modelling, school leaders must provide clearer role
definitions, structured planning tools and support for reflective dialogue. PD efforts should actively involve
teachers, promoting collaboration and ownership of digital integration.
Originality/value – This study provides empirical insight into how ICs apply in-class modelling in digital
education initiatives. It highlights the gap between theoretically established best practices and their practical
implementation.
Design/methodology/approach – A convergent mixed-methods design was used, combining survey data from 87 ICs with qualitative insights from 5 focus groups. Data were analysed using descriptive statistics and thematic analysis, guided by Sch€on’s reflective practice framework.
Findings – Although ICs often report strong management support and adequate resources, their work is hindered by time limits and unclear roles. In-class modelling is common but inconsistently applied, often without clear goals or active teacher input. Logistical issues – such as unstructured pre-discussions and informal debriefings – add complexity. Leadership decisions on modelling are frequently top-down and disconnected from pedagogy, leading some ICs to view them as undermining rather than supporting teacher agency.
Research limitations/implications – The study is context-specific and cross-sectional. Future research a should examine longitudinal impacts and explore coaching effectiveness across diverse contexts.
Practical implications – To improve the impact of in-class modelling, school leaders must provide clearer role
definitions, structured planning tools and support for reflective dialogue. PD efforts should actively involve
teachers, promoting collaboration and ownership of digital integration.
Originality/value – This study provides empirical insight into how ICs apply in-class modelling in digital
education initiatives. It highlights the gap between theoretically established best practices and their practical
implementation.
- Faculty
- Rectorat
- Department
- Didactique universitaire
- Language
-
- English
- Classification
- Education, teaching
- Other electronic version
- License
-
License undefined
- Open access status
- green
- Identifiers
-
- DOI 10.1108/IJMCE-01-2025-0013
- ISSN 2046-6854
- Persistent URL
- https://folia.unifr.ch/unifr/documents/334144
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