Chapter 4: The Role of Preservice Teacher Coaching in Clinically Rich Teacher Education Available to Purchase

This study examined four preservice teachers’ learning as they participated in cycles of coaching by their supervisor. The goal of this effort was to analyze the interns’ perceptions, the impact on their classroom practices, and the similarities and differences between cycles of coaching and the more traditional process of observation for evaluative purposes historically used in their teacher education program. Data indicate that coaching as supervision provided: individualized, job-embedded support that led to change in interns’ daily teaching; elicited collaboration and communication that benefited intern growth; and supported learning of the skills and dispositions necessary to intern success as novice teachers. Interns also indicated that coaching fostered a type of continuous learning not experienced with supervision focused on evaluation in their teacher education program. The researchers conclude that using instructional coaching is an essential part of providing clinically rich field experiences for preservice teachers.