Better Than the Real Thing? Teacher Experiences With Instructional Coaching Virtual Simulations

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  In Roundtable Session: Revolutionizing Teacher Education? Exploring the Power and Potential of Technology-Enhanced Teacher Development (Table 39)

Abstract

This study employed a crossover randomized control trial design to compare the experiences of a diverse group of in-service teachers preparing to be instructional coaches as they engaged in virtual simulation activities (treatment condition) and a standard online module of materials (control condition). Analyses performed on quantitative and qualitative survey data collected following their engagement with both conditions showed no statistically significant differences in self-reported measures of preparedness to coach or in the helpfulness of the activities. Both conditions were seen as highly beneficial by the participating teachers and they identified ways in which the virtual simulation activities could be improved to be more impactful on their learning. Study limitations and practical implications are addressed.

Author

• Jeffrey Keese, Mercer University