Table A3 Reasons behind providing... | Emerald Publishing

Table A3

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