Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-) experimental studies
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Authors
Staub, Fritz
Author (Corporation)
Publication date
2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Teaching and Teacher Education
Special issue
DOI of the original publication
Link
Series
Series number
Volume
107
Issue / Number
103484
Pages / Duration
0-14
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
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.
Keywords
coaching, mentoring, pre-service teachers, lesson planning, instruction, meta-analysis
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
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Date of the last check
ISBN
ISSN
1879-2480
0742-051X
0742-051X
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
MOK, Sog Yee und Fritz STAUB, 2021. Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-) experimental studies. Teaching and Teacher Education. 2021. Bd. 107, Nr. 103484, S. 0–14. DOI 10.1016/j.tate.2021.103484. Verfügbar unter: https://doi.org/10.26041/fhnw-4006