Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies
| Autor: | Sog Yee Mok, Fritz C Staub |
|---|---|
| Přispěvatelé: | University of Zurich, Mok, Sog Yee |
| Rok vydání: | 2021 |
| Předmět: |
Cognitive model
analysis Practicum Coaching Education law.invention Lesson planning law 10091 Institute of Education service teachers ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Meta ComputingMilieux_THECOMPUTINGPROFESSION business.industry Mentoring Cognition Moderation Teacher education Clarity of instruction Meta-analysis CLARITY 370 Education business Psychology Pre 3304 Education |
| DOI: | 10.5167/uzh-211353 |
| Popis: | During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs' instructional skills. We conducted a meta-analysis based on quasi-experimental and experimental studies. The results showed a small and significant overall effect of coaching, mentoring, or supervision on instructional skills (d = 0.41). Cooperating teachers' or supervisors' cognitive modeling (i.e., making cognitive processes explicit and demonstrating teaching-related practices) of lesson planning and teaching practices was a significant moderator (d = 0.90). Implications for initial teacher education are discussed. |
| Databáze: | OpenAIRE |
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