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Experimental Evidence on the Robustness of Coaching Supports in Teacher Education

Many novice teachers learn to teach “on-the-job,” leading to burnout and attrition among teachers and negative outcomes for students in the long term. Pre-service teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways for preparing new teachers. In this paper, we use a mixed reality simulation platform to evaluate the causal effects and robustness of an individualized, directive coaching model for candidates enrolled in a university-based teacher education program, as well as for undergraduates considering teaching as a profession. Across five conceptual replication studies, we find that targeted, directive coaching significantly improves candidates’ instructional performance during simulated classroom sessions, and that coaching effects are robust across different teaching tasks, study timing, and modes of delivery. However, coaching effects are smaller for a sub-population of participants not formally enrolled in a teacher preparation program. These participants differed from teacher candidates in multiple ways, including by demographic characteristics, as well as by their prior experiences learning about instructional methods. We highlight implications for research and practice.

Keywords
teacher preparation, mixed reality simulation, replication
Education level
Document Object Identifier (DOI)
10.26300/dgf9-ca95

EdWorkingPaper suggested citation:

Cohen, Julie, Anandita Krishnamachari, and Vivian C. Wong. (). Experimental Evidence on the Robustness of Coaching Supports in Teacher Education. (EdWorkingPaper: 21-468). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/dgf9-ca95

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