The Interim Effects of Virtual Peer Coaching on the Instructional Behaviors of Preservice Teacher Candidates

• In Event: Roundtable Session 1
  In Roundtable Session: The Work of University Supervisors in Supporting New Teachers’ Learning

Abstract

A virtual peer coaching intervention utilizing blue-tooth devices provided immediate corrective feedback to non-traditional pre-service teacher candidates during semester-long internships. Experimental participants completed the internship as a requirement of a university teacher preparation program at a mid-size Southeastern university. This randomized field study reports the interim effects of virtual peer coaching on the instructional behaviors of pre-service teacher candidates (Cohort 1). Specifically, this study sought to compare face-to-face internship observations with delayed feedback (business as usual) to virtual peer-coached internship observations that employed on-demand corrective feedback utilizing Bug-in-the Ear (BIE) Bluetooth technology. The frequency of on-task student behaviors in response to classroom teaching behaviors were also examined.

Authors

• Alicia Cotabish, University of Central Arkansas

• Tammy Benson, University of Central Arkansas