Reasons behind providing in-class modeling-type activities
| Reasons | Verbatim |
|---|---|
| 1. Meeting teachers' needs | “That's what my school leader explained to me: we're supposed to accompany, coach, but not make in-class modeling. Yeah, but at the same time, that's what they need.” (Gr. 1, Ref. 3) |
| 2. Compensating for teachers' lack of digital education skills | “We exchange our classes because the teacher doesn't have any skills in computer science.” (Gr. 2, Ref. 1) |
| 3. Difficulty positioning oneself vis-à-vis the teachers | “The teacher lets us manage the in-class modeling. This is the trend sometimes. It's to say, ‘OK, I'm not very comfortable with that. I let the instructional coach perform a demonstration.’ Then we leave, and the teacher didn't take what he might have been able to take.” (Gr. 2, Ref. 2) |
| 4. Building trusting relationships | “I accompany the teacher in the classes where I perform the in-class modeling. … I see the teacher is freaked out about having to do it alone in front of the class. And often, he sees that it’s okay. [He says] ‘I thought it was much more complicated. I didn't think it was so easy.’” (Gr. 1, Ref. 4) |
| 5. By default to set up projects with teachers | “[I did] a lot of in-class modeling. I found myself with the same problems: those who didn't want to, those who were afraid … and I offered it although I would have liked to design projects with them. At least pupils will get some digital education.” (Gr. 2, Ref. 2) |
| 6. Differentiating coaching for teachers according to their needs | “If they're less experienced, they're more passive in the in-class modeling. If they're more experienced, they're much more active and we just come to help them.” (Gr. 3, Ref. 5) |
| 7. Requested by the school leader | “The school leader said we have to offer in-class modeling.” (Gr. 2, Ref. 2) |
| Reasons | Verbatim |
|---|---|
| 1. Meeting teachers' needs | “That's what my school leader explained to me: we're supposed to accompany, coach, but not make in-class modeling. Yeah, but at the same time, that's what they need.” (Gr. 1, Ref. 3) |
| 2. Compensating for teachers' lack of digital education skills | “We exchange our classes because the teacher doesn't have any skills in computer science.” (Gr. 2, Ref. 1) |
| 3. Difficulty positioning oneself vis-à-vis the teachers | “The teacher lets us manage the in-class modeling. This is the trend sometimes. It's to say, ‘OK, I'm not very comfortable with that. I let the instructional coach perform a demonstration.’ Then we leave, and the teacher didn't take what he might have been able to take.” (Gr. 2, Ref. 2) |
| 4. Building trusting relationships | “I accompany the teacher in the classes where I perform the in-class modeling. … I see the teacher is freaked out about having to do it alone in front of the class. And often, he sees that it’s okay. [He says] ‘I thought it was much more complicated. I didn't think it was so easy.’” (Gr. 1, Ref. 4) |
| 5. By default to set up projects with teachers | “[I did] a lot of in-class modeling. I found myself with the same problems: those who didn't want to, those who were afraid … and I offered it although I would have liked to design projects with them. At least pupils will get some digital education.” (Gr. 2, Ref. 2) |
| 6. Differentiating coaching for teachers according to their needs | “If they're less experienced, they're more passive in the in-class modeling. If they're more experienced, they're much more active and we just come to help them.” (Gr. 3, Ref. 5) |
| 7. Requested by the school leader | “The school leader said we have to offer in-class modeling.” (Gr. 2, Ref. 2) |
Source(s): Authors own creation
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