Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies

Mok, Sog Yee; Staub, Fritz C

doi:10.1016/j.tate.2021.103484

Cited by 41 publications

(52 citation statements)

References 83 publications

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“…It has been confirmed that coaching and training support the competencies of the PSTs required for their job [65][66][67]. According to the meta-analysis of Kraft et al [68], Mok and Staub [28] and the literature review of Hoffman et al [69] summarize the effectiveness of coaching practices for teachers' pedagogical outcomes.…”

Section: Discussionmentioning

confidence: 95%

“…In addition to the above concerns, teacher education programs must be revised to improve teacher skills, advance teacher visions, and promote teacher actions that meet societies' demands for excellent, professional teachers. With that said, little is known about the benefits of training and coaching PSTs across the various dimensions or the degree to which such training and coaching contributes to creating professional teachers who are prepared to enter the teaching workforce [28][29][30]. This is especially true regarding a PST's ability to incorporate online tools.…”

Section: Introductionmentioning

confidence: 99%

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Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Bamrungsin

Khampirat

2022

Sustainability

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Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era.

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Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Bamrungsin

Khampirat

2022

Sustainability

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“…Mentoring is a social activity involving interactions between the mentor and the mentee (Ambrosetti et al, 2014). It is an essential component of the teaching practicum because it supports student teachers in learning about teaching, putting knowledge obtained from teacher education into perspective, and improving their teaching ability (Mena et al, 2017;Mok and Staub, 2021). The notion of mentoring is often used interchangeably with coaching and supervising (Ambrosetti et al, 2014); however, they are somewhat different in their focuses.…”

Section: The Impact Of Mentoring On Student-teacher Identitymentioning

confidence: 99%

“…Mentoring relationships can be positive or negative (Izadinia, 2015). Prior research has extensively documented the positive side of mentoring (e.g., Johnson, 2003;Lindgren, 2005;Hobson et al, 2009;Richter et al, 2013;Orland-Barak, 2014;Mok and Staub, 2021). In Germany, for example, Richter et al (2013) pointed out that positive mentoring relationships fostered teacher efficacy, teaching enthusiasm, and job satisfaction.…”

Section: Introductionmentioning

confidence: 99%

Inconvenient truth? How different mentoring approaches impact student–teacher identity development

Prabjandee

2022

Front. Educ.

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This research attempted to illustrate how different mentoring approaches impact student-teacher identity development. Mentoring approaches in this study were categorized into transmission-oriented and constructivist-oriented. Guided by the biographical-narrative identity theory, the data in this study were extracted from interviews with four student teachers from Thailand while they were in the teaching practicum. It was found that student teachers who received the constructivist-oriented mentoring perceived themselves as teachers, were more confident about their teaching abilities, and expressed willingness to enter the teaching profession than those who received the transmission-oriented mentoring. Implications for selecting qualified school-based mentor teachers and the urgent need to offer an induction program to support mentors are discussed.

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“…Over the past decades, research into teaching practicum (hereafter TP) during initial teacher education has been prolific, as can be seen from various studies that have focused on reviews of the literature to synthesize the topic (Lawson et al, 2015;Mok & Staub, 2021;Nesje & Lejonberg, 2022;Ongrsquo & Jwan, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

Rodríguez¹,

Barceló²,

García-Noblejas³

et al. 2022

EDUPIJ

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Background/purpose -This paper aims to examine school mentors' assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials/methods -A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results -From the perspective of school mentors, this study highlights that preservice teachers' competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers' personal competences than their professional competences. Conclusion -The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.

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Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies

Cited by 41 publications

References 83 publications

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Inconvenient truth? How different mentoring approaches impact student–teacher identity development

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

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