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Metacognitive Coaching Paradigm

In the coaching paradigm, a more metacognitve approach is favored, in which the coach understands that to support instructional improvement in the novice means to influence the teacher’s way of thinking about instructional events.

Traditional Mentoring

Funding for this website came from the Virginia Department of Education Award #879-SY08 CFG to Dr. Sandi Cohen and Dr. Ruth Ferree at the Curry School of Education. Questions should be sent to Dr. Ferree at TeacherEd@virginia.edu.