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We examined changes in how mathematics coaches facilitated debriefing conversations after learning about a debrief conversational structure we created based on the principles of our content-focused coaching model. We compared participant coaches' first debriefing conversation, which occurred prior to learning about the debrief conversational structure to their second debriefing conversation, which occurred after learning about the debrief conversational structure. Findings indicate that in the second debriefing conversation, participant coaches participated more, prioritized different discursive moves, developed unique data collection systems to share observations from the co-taught lesson, and more frequently structured the conversation around content ideas related to the guiding principles of our content-focused coaching model. [For the complete proceedings, see ED657822.]

We examined what and how experienced (mentor coaches) and novice coaches (coach participants) noticed as they analyzed a vignette of a coaching interaction between a coach and a teacher. We modified the van Es (2011) Learning to Notice Framework for a coaching context to analyze What and How coaches notice. We collected data from ten mentor coaches, who were experienced coaches and ten coach participants who were more novice coaches. We compared pre and post noticing for coach participants based on a two-year professional development model and compared the noticing to the mentor coaches. Findings indicate coach participant noticing for What and How coaches notice collectively shifted toward a greater focus on the teacher, included more interpretation, and was more specific from the beginning of the professional development to the end. The mentor coach noticing, on average, was more teacher-focused, interpretative, and specific than those of the coach participants. [For the complete proceedings, see ED657822.]

Distance education is a mode of teaching that enables students who are not able to enrol fulltime at a university due to a shortage of time, physical access or financial abilities, to study in their own environment and at their own pace. Only one university in South Africa offers Physical Education as a comprehensive module in the distance education mode. The aim of this study was thus to investigate education students' and lecturers' positive and negative experiences of the effectiveness of Physical Education teacher training in distance education mode at a university in South Africa. Underpinned by Moore's Theory of Transactional Distance (TTD) (1983), data were collected by means of semi-structured, individual interviews with four lecturers and open-ended questionnaires with 17 students in a Physical Education distance education module. The five themes that emanated from the data analysis, were: interaction between students and lecturers; competence, passion and enthusiasm to teach Physical Education; obstacles with regard to Physical Education in distance learning; experiences with regard to practical training in Physical Education; and the content of the Physical Education program and students' perceptions of Physical Education. From the findings of positive and negative experiences of Physical Education in distance education mode, recommendations are made for Physical Education teacher training in distance education mode, for example, additional face-to-face contact opportunities, additional technological training, the enhanced use of student-interaction functions in learning management systems and sufficient management and administration systems at universities. [For the complete Volume 20 proceedings, see ED622631.]

Postqualitative inquiry (PQI) compels us to think about educational studies in a different way. It requires ways of doing beyond regularised structures of humanist epistemology, ontology, and methodology. This article endeavours to describe my introduction to posthumansism and unplanned discovering of postqualitative inquiry through learning by doing. My (brief) journey with postqualitative inquiry has followed unexpected pathways, filtered through porous boundaries and discovered unheard voices in in-between spaces. This allows PQI to become more than knowledge-making. It is also a pedagogical and onto-epistemological venture and a rich, sensory and startling adventure of discovery into the entanglement of the social and the material. [For the complete Volume 20 proceedings, see ED622631.]

The purpose of this grounded theory study is to discover the self-care actions, habits and attitudes, which contribute to occupational wellbeing of ECD [Early Childhood Development] crèche principals in a disadvantaged community. Failure to take care of one's own wellness and self-care jeopardises occupational functioning and the business. I explore the participants' self-care practices along different dimensions of living, to establish how they take care of themselves personally as well as in the workplace. [For the complete Volume 16 proceedings, see ED586117.]