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Modelling with Purpose: From Ambiguity to Impact in Instructional Coaching for Digital Education

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Title: Modelling with Purpose: From Ambiguity to Impact in Instructional Coaching for Digital Education
Language: English
Authors: Christiane Caneva (ORCID 0000-0002-4559-7424)
Source: International Journal of Mentoring and Coaching in Education. 2026 15(2):137-155.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Coaching (Performance), Teachers, Faculty Development, Modeling (Psychology), Instructional Effectiveness, Electronic Learning, Role, Influences, Program Implementation, Instructional Leadership, Class Activities
Geographic Terms: Switzerland
DOI: 10.1108/IJMCE-01-2025-0013
ISSN: 2046-6854
2046-6862
Abstract: 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 Schön'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 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506740
Database: ERIC
FullText Text:
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  Data: Modelling with Purpose: From Ambiguity to Impact in Instructional Coaching for Digital Education
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  Data: <searchLink fieldCode="AR" term="%22Christiane+Caneva%22">Christiane Caneva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4559-7424">0000-0002-4559-7424</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2026 15(2):137-155.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1108/IJMCE-01-2025-0013
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  Data: 2046-6854<br />2046-6862
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 Schön'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 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.
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      – Type: doi
        Value: 10.1108/IJMCE-01-2025-0013
    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 137
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Modeling (Psychology)
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Instructional Leadership
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      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Switzerland
        Type: general
    Titles:
      – TitleFull: Modelling with Purpose: From Ambiguity to Impact in Instructional Coaching for Digital Education
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              Y: 2026
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