Teaching innovation and faculty professional development: The role of instructional coach

Journal title EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Author/s Maria Ranieri, Isabella Bruni, Francesca Pezzati
Publishing Year 2019 Issue 2019/1
Language Italian Pages 19 P. 103-121 File size 230 KB
DOI 10.3280/EXI2019-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The improvement of academic teaching and faculty professional development are today at the center of a renewed and more mature interest on the part of the academic community and political decision makers. A wide call to implement actions within this direction can be found both in the literature and in the recommendations of international bodies. In line with these instances, it was launched in the academic year 2016/2017 at the University of Florence, the DIDe-L program aimed at promoting an effective use of digital technologies to improve academic teaching. This article focuses on a specific service offered within the framework of the program, namely the service of e-Learning Desk, which is based on the individualized coaching methodology offered to teachers by an instructional designer for the design of e-learning/blended learning solution through the Moodle platform. In particular, the methodological protocol devised for the provision of the service is presented and a first reflection is proposed on the profile of the instructional coach in the academic context with a view to facilitating the transferability of the service.

Keywords: Teaching innovation, professional development, faculty staff, e-learning, coaching

  1. Bruschi, B., & Ranieri, M. (2018). University education: quality, effectiveness, teacher training. Form@re, 18(1), 1-6.
  2. Callari Galli, M., & Frabboni, F. (a cura di) (1999). Insegnare all’università. Milano: FrancoAngeli.
  3. Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci.
  4. Calvani, A. (2012). Educazione, comunicazione e nuovi media. Torino: UTET.
  5. Carey, W., Philippon, D. J., & Cummings, G. G. (2011). Coaching models for leadership development: an integrative review. Journal of Leadership Studies, 5(1), 51-69.
  6. Catelani, M., Formiconi, A., Ranieri, M., Pezzati, F., Raffaghelli, J., Renzini, G., & Gallo, F. (2017). Didattica in e-Learning (DIDeL). Primi risultati dei laboratori per lo sviluppo delle competenze tecnologiche per l'eLearning universitario. In Rui M. (a cura di), Progress to work: Contesti, processi educativi e mediazioni tecnologiche (pp. 65-73). Genova: Genova University Press.
  7. Catelani, M., Formiconi, A.R., Ranieri, M., Pezzati, F., Raffaghelli, J.E., & Bruni, I. (2018a). Promuovere l’innovazione didattica e lo sviluppo professionale della docenza universitaria: primi risultati dello sportello e-learning dell’Università di Firenze. In Volungeviciene A., & Szűcs A. (Eds.), Exploring the Micro, Meso and Macro: Navigating between dimensions in the digital learning landscape (pp. 761-770). Budapest: European Distance and E-Learning Network.
  8. Catelani, M., Formiconi, A.R., Ranieri, M., Pezzati, F., Gallo, F., Renzini, G., & Bruni, I. (2018b). Formare all’e-learning all’università. I risultati del progetto DIDeL. Education Sciences and Society, 9(2), 211-230.
  9. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
  10. Collis, B. (1997). Pedagogical reengineering: A pedagogical approach to course enrichment and redesign with the World Wide Web. Educational Technology Review, 8, 11-15.
  11. Czajka, C. D., & McConnell, D. (2016). Situated instructional coaching: a case study of faculty professional development. International Journal of STEM Education, 3(10), 1-14.
  12. De Sanctis, F. M., & Federighi, P. (1977). Didattica universitaria. Per una università sociale. Firenze: Clusf.
  13. EHEA - European Higher Education Area (2015). Yerevan Communiqué. Yerevan.
  14. Felisatti, E., & Serbati, A. (a cura di) (2017). Preparare alla professionalità docente e innovare la didattica universitaria. Milano: FrancoAngeli.
  15. Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.
  16. Galli, G. (1976). Didattica universitaria e professione: esperienze in una Facoltà umanistica (1964-65 – 1974-75). Padova: Antenore.
  17. Galliani, L. (a cura di) (2011). Il docente universitario: una professione tra ricerca, didattica e governance degli atenei. Lecce: Pensa Multimedia.
  18. Gagné, R. M. (1973). Le condizioni dell’apprendimento. Roma: Armando.
  19. Gagné, R. M., & Briggs, L. J. (1990). Fondamenti di progettazione didattica. Torino: SEI.
  20. Ghislandi, P., & Raffaghelli, J. E. (2012). Implementing Quality e-learning in Higher Education: change efforts, tensions and contradictions. In Gómez Chova L., López Martínez A., & Candel Torres I. (Eds.), Proceedings of the 5th International Conference of Education, Research and Innovation (pp. 1107-1117). Madrid: IATED.
  21. Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
  22. Giglio, L., Diamante, T., & Urban, J. M. (1998). Coaching a leader: leveraging change at the top. Journal of Management Development, 17(2), 93-105. DOI: 10.1108/02621719810205998
  23. Santoni Rugiu, A. (1973). Gruppi e didattica universitaria. Firenze: La Nuova Italia.
  24. Stefaniak, J. E. (2017). The Role of Coaching Within the Context of Instructional Design. TechTrends, 61(1), 26-31.
  25. Goodyear, P. (2005). The emergence of a networked learning community: lessons learned from research and practice. In Kearsley G. (Ed.), Online learning. Personal Reflections on the Transformation of Education (pp. 113-127). Englewood Cliffs: Educational Technology Publications.
  26. Grion, V., & Serbati, G. (2018). Valutare l’apprendimento o valutare per l’apprendimento. Verso una cultura della valutazione sostenibile all’università. Lecce: Pensa MultiMedia.
  27. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12. DOI: 10.2307/1174780
  28. Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education: Policies and Practices. Paris: OECD.
  29. Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies. London: Routledge Falmer.
  30. McAleese, M., Bladh, A., Berger, V., Bode, C., Muelhfeit, J., Petrin, T., Schiesaro, A., & Tsoukalis, L. (2013). Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions. Brussels: European Commission.
  31. Merrill, M. D. (2012). First Principles of Instruction. Hoboken: John Wiley & Sons.
  32. Meyer, K. A. (2014). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks, 17(4), 93-112.
  33. Ng, W. (2015). Affordances of New Digital Technologies in Education. In Ng W. (Ed.), New Digital Technology in Education (pp. 95-123). Cham: Springer.
  34. Normann, D. A. (1988). The Psychology of Everyday Things. New York: Basic Books.
  35. Passmore, J. (2007). An integrative model for executive coaching. Consulting Psychology Journal: Practice and Research, 59(1), 68-78. DOI: 10.1037/1065-9293.59.1.68
  36. Pousa, C., & Mathieu, A. (2010). Sales managers’ motivation to coach salespeople: An exploration using expectancy theory. International Journal of Evidence Based Coaching and Mentoring, 8(1), 34-50.
  37. Ranieri, M. (2005). E-learning: Modelli e strategie didattiche. Trento: Erickson.
  38. Ranieri M., Pezzati F., & Raffaghelli J. E. (2017). Towards a model of faculty development in the digital age. The DIDE-L program's case. In Gómez Chova L., López Martínez A., & Candel Torres I. (Eds.), Proceedings of the 11th International Technology, Education and Development Conference (pp. 1107-1117). Valencia: IATED.
  39. Ranieri, M., & Pieri, P. (2014). Mobile learning. Milano: UNICOPLI.
  40. Ranieri, M., Raffaghelli, J. E., & Pezzati, F. (2018a). Digital resources for faculty development in e-learning: a self-paced approach for professional learning. Italian Journal of Educational Technology, 26(1), 104-118. DOI: 10.17471/2499-4324/961
  41. Ranieri, M., Raffaghelli, J. E., & Pezzati, F. (2018b). Building cases for faculty development in e-learning: a design-based approach. Form@re, 18(1), 67-82.
  42. Ranieri, M., Raffaghelli, J. E., & Bruni, I. (2019). Supporting Learning Design as a driver for pedagogical innovation within an integrated model of faculty development. In Elçi A., Beith L. L., & Elçi A. (Eds.), Faculty Development for Digital Teaching and Learning (pp. 77-98). Hershey: IGI Global.
  43. Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale: Lawrence Erlbaum Associates.
  44. Reigeluth, C. M. (Ed.) 1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. Hillsdale: Lawrence Erlbaum Associates.
  45. Stes, A., Min-Leliveld, M., Gijbels, D. & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25-49.
  46. Visalberghi, A., & Corda Costa, M. (a cura di) (1975). Ricerche pedagogiche nella didattica universitaria. Firenze: La Nuova Italia.

Maria Ranieri, Isabella Bruni, Francesca Pezzati, Innovazione didattica e sviluppo professionale della docenza universitaria: la figura del instructional coach in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2019, pp 103-121, DOI: 10.3280/EXI2019-001007