教师教育中辅导支持稳健性的实验证据

IF 5.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Researcher Pub Date : 2023-12-18 DOI:10.3102/0013189x231198827
Julie Cohen, Vivian C. Wong, A. Krishnamachari, Steffen Erickson
{"title":"教师教育中辅导支持稳健性的实验证据","authors":"Julie Cohen, Vivian C. Wong, A. Krishnamachari, Steffen Erickson","doi":"10.3102/0013189x231198827","DOIUrl":null,"url":null,"abstract":"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. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a mixed-reality simulation platform to evaluate the causal effects and robustness of an individualized, brief, and highly 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 short, targeted, and 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 subpopulation of participants not formally enrolled in a teacher preparation program. These participants differed in terms of prior experiences learning about instructional methods, suggesting that coaching in isolation is not as effective without corresponding coursework on targeted practices. Taken together, our five studies provide encouraging evidence that teacher preparation can be an important time for rapid skill development when candidates are given targeted practice opportunities and corresponding support. Although we often think that practice has to happen in real classrooms with real students, we provide robust evidence that “the work of teaching” can be incorporated into teacher education coursework. We highlight implications for research and practice.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":" 15","pages":""},"PeriodicalIF":5.4000,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Experimental Evidence on the Robustness of Coaching Supports in Teacher Education\",\"authors\":\"Julie Cohen, Vivian C. Wong, A. Krishnamachari, Steffen Erickson\",\"doi\":\"10.3102/0013189x231198827\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a mixed-reality simulation platform to evaluate the causal effects and robustness of an individualized, brief, and highly 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 short, targeted, and 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 subpopulation of participants not formally enrolled in a teacher preparation program. These participants differed in terms of prior experiences learning about instructional methods, suggesting that coaching in isolation is not as effective without corresponding coursework on targeted practices. Taken together, our five studies provide encouraging evidence that teacher preparation can be an important time for rapid skill development when candidates are given targeted practice opportunities and corresponding support. Although we often think that practice has to happen in real classrooms with real students, we provide robust evidence that “the work of teaching” can be incorporated into teacher education coursework. We highlight implications for research and practice.\",\"PeriodicalId\":11404,\"journal\":{\"name\":\"Educational Researcher\",\"volume\":\" 15\",\"pages\":\"\"},\"PeriodicalIF\":5.4000,\"publicationDate\":\"2023-12-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Researcher\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0013189x231198827\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Researcher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0013189x231198827","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

许多新教师都是 "在职 "学习教学,这导致了教师的倦怠和流失,并对学生造成了长期的负面影响。职前教师教育的任务是优化教师的准备状态,但目前还缺乏有关新教师准备工作有效方法的因果证据。在本文中,我们使用一个混合现实模拟平台,评估了针对大学教师教育项目候选人以及考虑将教师作为职业的本科生的个性化、简短且高度指导性的辅导模式的因果效应和稳健性。在五项概念复制研究中,我们发现简短、有针对性和指导性的辅导能显著提高考生在模拟课堂上的教学表现,而且在不同的教学任务、学习时间和授课模式下,辅导效果都很稳健。然而,对于未正式参加教师准备课程的参与者来说,辅导效果较小。这些参与者之前学习教学方法的经历各不相同,这表明,如果没有相应的目标实践课程,孤立的辅导效果并不理想。总之,我们的五项研究提供了令人鼓舞的证据,即如果为候选人提供有针对性的实践机会和相应的支持,教师准备阶段可以成为快速提高技能的重要时期。尽管我们通常认为,实践必须在真实的课堂上与真实的学生一起进行,但我们提供了有力的证据,证明 "教学工作 "可以纳入教师教育课程。我们强调了研究和实践的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a mixed-reality simulation platform to evaluate the causal effects and robustness of an individualized, brief, and highly 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 short, targeted, and 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 subpopulation of participants not formally enrolled in a teacher preparation program. These participants differed in terms of prior experiences learning about instructional methods, suggesting that coaching in isolation is not as effective without corresponding coursework on targeted practices. Taken together, our five studies provide encouraging evidence that teacher preparation can be an important time for rapid skill development when candidates are given targeted practice opportunities and corresponding support. Although we often think that practice has to happen in real classrooms with real students, we provide robust evidence that “the work of teaching” can be incorporated into teacher education coursework. We highlight implications for research and practice.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Researcher
Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.30
自引率
1.20%
发文量
40
期刊介绍: Educational Researcher publishes scholarly articles with broad significance to the education research community, spanning various areas within education research and related disciplines. The journal aims to disseminate major programmatic research and new findings of wide importance. It is issued nine times annually and welcomes submissions of feature articles, reviews/essays, briefs, and technical comments. Additionally, the journal publishes commentary articles categorized as policy forum, letters, and books, among others.
期刊最新文献
Experimental Evidence on the Robustness of Coaching Supports in Teacher Education The Complex Terrain of Equity for Multilingual Learners in K–12 Education How Free Market Logic Fails in Schooling—And What It Means for the Role of Government 17th Annual AERA Brown Lecture in Education Research: The Segregation Pandemic: Brown as Treatment or Placebo? Banking on Dual Credit: Broadening Opportunities to Earn College Credit in High School and the Transition to College
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1