The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback
Donna Wake, Debbie Dailey, Alicia Cotabish, Tammy Benson, University of Central Arkansas, United States
Journal of Technology and Teacher Education Volume 25, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
** Invited as a paper from SITE 2016 ** A virtual coaching intervention utilizing Skype and Bluetooth (Bug-in-the-Ear) technology provided immediate corrective feedback to non-traditional teacher candidates during a semester-long internship experience. Participants completed their student teaching internship as a requirement of a teacher preparation program at a mid-size Southeastern university. The virtual coaching model allowed candidates in rural, remote and local, urban contexts to receive immediate guidance and feedback. This randomized field study reports participants’ observations and concerns about the virtual coaching model and examines effects on instructional behaviors of pre-service teacher candidates compared to face-to-face internship observations with delayed feedback. Specifically, the intervention included on-demand corrective feedback utilizing Skype VoIP and Bug-in-the-Ear (BIE) Bluetooth technology. Participants cited benefits and challenges of the model to their own practice, to the observer, and to their students and universally felt the BIE virtual coaching was a positive experience for them. The researchers’ findings suggest that the innovation was not disruptive and enabled participants to redirect their instructional practices and behaviors immediately.
Wake, D., Dailey, D., Cotabish, A. & Benson, T. (2017). The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback. Journal of Technology and Teacher Education, 25(3), 327-357. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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