Uncovering Potential: Coaching Preservice Early Childhood Teachers

• In Event: Effective Pre- and In-Service Early Childhood Professional Development

Abstract

How can preservice teacher educators consider ways to meaningfully impact student teacher practice? This study examines the benefits of using a coaching model during student teaching practicum to enhance both the uptake of evidence-based practices and feelings of teaching self-efficacy for future early childhood educators. In particular, this study focuses on high-leverage, evidence-based teaching practices supporting the social-emotional development and competence of young children in pre-kindergarten and kindergarten classroom settings. Results demonstrate the positive functional relationship between coaching and pre-service teaching practice during student teaching practicum. Additional descriptive results demonstrate increased positive feelings of teaching self-efficacy.

Author

• Toni Miguel, Frank Porter Graham Child Development Institute