This qualitative narrative case study examines the perceptions of elementary school induction teachers on video coaching as a job-embedded professional development strategy. The research was conducted with 12 induction teachers from an urban school district in Georgia, utilizing questionnaires, focus groups, and individual interviews. Nine teachers participated in focus groups, and four in individual interviews. Initially, teachers expressed negative views about video coaching, primarily due to discomfort with being recorded. However, over time, increased self-reflection and structured mentor feedback led to a positive shift in perceptions. Teachers reported heightened self-awareness, instructional improvements, and a stronger emotional connection to their teaching practices. The findings highlight video coaching’s potential to enhance professional growth, improve instructional effectiveness, and support teacher retention. This study provides valuable insights for the design of induction programs, emphasizing reflective practices and the critical role of mentor guidance in supporting early-career educators.
","abstract_html":"<p>This qualitative narrative case study examines the perceptions of elementary school induction teachers on video coaching as a job-embedded professional development strategy. The research was conducted with 12 induction teachers from an urban school district in Georgia, utilizing questionnaires, focus groups, and individual interviews. Nine teachers participated in focus groups, and four in individual interviews. Initially, teachers expressed negative views about video coaching, primarily due to discomfort with being recorded. However, over time, increased self-reflection and structured mentor feedback led to a positive shift in perceptions. Teachers reported heightened self-awareness, instructional improvements, and a stronger emotional connection to their teaching practices. The findings highlight video coaching’s potential to enhance professional growth, improve instructional effectiveness, and support teacher retention. This study provides valuable insights for the design of induction programs, emphasizing reflective practices and the critical role of mentor guidance in supporting early-career educators.</p>","abstract_has_math":false,"creators":["Davis, Ursala Maddox"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Jennifer Lovelace, PhD","Jan Burcham, PhD","Anna Hart, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["video coaching","microteaching","induction","new teacher","reflective practices","beginning teacher mentor","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/547","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer Lovelace, PhD","Jan Burcham, PhD","Anna Hart, EdD"]},{"key":"dc:creator","label":"Author","values":["Davis, Ursala Maddox"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["video coaching","microteaching","induction","new teacher","reflective practices","beginning teacher mentor","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/547"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative narrative case study examines the perceptions of elementary school induction teachers on video coaching as a job-embedded professional development strategy. The research was conducted with 12 induction teachers from an urban school district in Georgia, utilizing questionnaires, focus groups, and individual interviews. Nine teachers participated in focus groups, and four in individual interviews. Initially, teachers expressed negative views about video coaching, primarily due to discomfort with being recorded. However, over time, increased self-reflection and structured mentor feedback led to a positive shift in perceptions. Teachers reported heightened self-awareness, instructional improvements, and a stronger emotional connection to their teaching practices. The findings highlight video coaching’s potential to enhance professional growth, improve instructional effectiveness, and support teacher retention. This study provides valuable insights for the design of induction programs, emphasizing reflective practices and the critical role of mentor guidance in supporting early-career educators.
"]},{"key":"dc:title","label":"Title","values":["How do Elementary Induction Teachers Perceive Video Coaching as a Job-Embedded Professional Development Strategy?"]}]}],"canonical_facts":{"dc:contributor":["Jennifer Lovelace, PhD","Jan Burcham, PhD","Anna Hart, EdD"],"dc:creator":["Davis, Ursala Maddox"],"dc:date.available":["2024-12-13T08:00:00Z"],"dc:description.abstract":["This qualitative narrative case study examines the perceptions of elementary school induction teachers on video coaching as a job-embedded professional development strategy. The research was conducted with 12 induction teachers from an urban school district in Georgia, utilizing questionnaires, focus groups, and individual interviews. Nine teachers participated in focus groups, and four in individual interviews. Initially, teachers expressed negative views about video coaching, primarily due to discomfort with being recorded. However, over time, increased self-reflection and structured mentor feedback led to a positive shift in perceptions. Teachers reported heightened self-awareness, instructional improvements, and a stronger emotional connection to their teaching practices. The findings highlight video coaching’s potential to enhance professional growth, improve instructional effectiveness, and support teacher retention. This study provides valuable insights for the design of induction programs, emphasizing reflective practices and the critical role of mentor guidance in supporting early-career educators.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/547"],"dc:language":["English"],"dc:subject":["video coaching","microteaching","induction","new teacher","reflective practices","beginning teacher mentor","Education"],"dc:title":["How do Elementary Induction Teachers Perceive Video Coaching as a Job-Embedded Professional Development Strategy?"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:44:41Z"}