In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as cooperating or supervising teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and thereby stimulate self-re ection and self-analysis to improve instructional effectiveness. Based on the pre-and post-training ratings of coaching conferences with the teachers-in-training, a signi cant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback and the encouragement of self-re ection. The teachers in training did not rate the trained cooperating teachers as more effective than the untrained cooperating teachers. The aboveaverage ratings provided by the coached teachers in training, however, showed that they perceived the coaching conferences to improve their instruction. The dimensions of teaching discussed most frequently by both the trained and the untrained groups during the coaching conferences were evaluation, management of order and monitoring.
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