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Coaches participated in up to four sessions of professional learning focused on co-teaching and coaching. Evidence comes from resumes, reflections on goal-setting sessions, observation reports, and surveys on daily coaching activities. Results show that effective coaches use collaborative dialogue to foster self-directed learning, including goal-setting, basic mentoring, and demonstration teaching practices.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promising-practices-in-coaching-co-taught-preservice-clinical-experiences-1/592764/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promising-practices-in-coaching-co-taught-preservice-clinical-experiences-1/592764.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address?","Question",{"text":112,"@type":113},"The study investigates limited knowledge about the efficacy of specific coaching approaches used in co-taught classroom settings during yearlong preservice clinical experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study and what did they do?",{"text":117,"@type":113},"Thirteen co-teaching coaches collaborated with thirty-nine teacher candidates. Coaches attended up to four professional learning sessions on co-teaching and coaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence sources were used to evaluate coaching practices?",{"text":121,"@type":113},"The study used coaches’ resumes, reflections on goal-setting sessions, observation reports, and surveys describing daily coaching activities.",{"name":123,"@type":110,"acceptedAnswer":124},"What practices characterized effective co-teaching coaches?",{"text":125,"@type":113},"Effective coaches engaged candidates through collaborative dialogue that promoted self-directed learning and supported candidates with goal-setting, basic mentoring, and demonstration teaching.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592764,1792165723,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Promising Practices in Coaching Co-taught Preservice Clinical Experiences 1  \nBy Toni S. Strieker 􀀍, Woong Lim†, David Rosengrant‡ &  \nMarcia Wright􀀎  \nIn 2010, the National Council for Accreditation of Teacher Education (NCATE) called for colleges and universities to \"turn teacher education upside down\" (pg. 2) and focus on clinical experiences, rather than coursework. This charge resulted in major shifts in teacher education programs in the USA as colleges and universities forged new partnerships to create yearlong clinical experiences that included co-teaching and coaching. In 2018, the American Association of Colleges for Teacher Education (AACTE) Commission on Clinical Experiences recognized and described the mutual benefits of expanding these partnerships between schools and universities to include various forms of collaboration, coteaching and coaching. While these partnerships are increasing in number, little is known about the efficacy of the specific coaching approaches and practices employed in the co-taught classroom. This self-study examined the communication and behavioral approaches of 13 co-teaching coaches who collaborated with 39 teacher candidates enrolled in yearlong, co-taught P-12 clinical experiences. The co-teaching coaches attended up to four sessions of professional learning on co-teaching and coaching. Basic statistics were used to determine the demographics, the content of the coaching conversations, and preferred coaching approaches. The main data sources were the coaches’resumes, their reflections on goal-setting sessions, observation reports, and surveys on their daily coaching activities. Results indicated that effective coaches engaged in collaborative dialogue that moved candidates to selfdirected learning. Similarly, these results described the pedagogical practices of effective coaches in terms of goal-setting with the candidates, basic mentoring, and demonstration teaching.  \nKeywords: Teacher Education Reform, Clinical Experiences, Pre-service Coteaching, Student Teaching, Instructional Coaching  \n􀀍Professor of Reading, Kennesaw State University, USA.  \n†Assistant Professor of Mathematics Education, University of New Mexico, USA.  \n‡Associate Professor of STEM Education, University of South Florida – St. Petersburg, USA.  \n􀀎Part-time Assistant Professor, Kennesaw State University, USA.  \n1The first author and researcher presented the findings at the 20th Annual International Conference on Education of the Athens Institute for Education and Research in Athens, Greece on May 21, 2018. At the time of this conference, Drs. Toni Strieker and David Rosengrant are coaching 1st and 2nd year teachers whose induction is funded by the Woodrow Wilson Georgia Teaching Fellowship, a private foundation in Washington, D.C. committed to preparing high quality STEM teachers to work in America’s high-poverty high schools  \n[https://doi.org/10.30958/aje.7-1-1](https://doi.org/10.30958/aje.7-1-1) doi=10.30958/aje.7-1-1  \nIn 2005, the Organization for Economic Co-operation and Development (OECD) commissioned a study on attracting, developing, and retaining teachers in 25 countries. According to these authors, in an effort to create a high social and economic order, countries around the world are seeking to improve their schools. Teachers, as the most expensive and significant resource in schools, are central to all school improvement initiatives. Furthermore, these authors report, \"Improving the efficiency and equity of school depends in large measure on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching\" (OECD, 2005, p. 1). More recently, Lewin (2011) reported that improvements in teacher effectiveness in the United States have resulted in changes to the accreditation standards (Council for the Accreditation of Educator Preparation [CAEP], 2015), particularly in terms of restructuring clinical experiences b","cbCaimy2drgSiVpb","https://ap.wps.com/l/cbCaimy2drgSiVpb","pdf",689361,21,"English","# Introduction\n## Policy drivers for clinical experience reform\n## Study focus and research gap\n## Context of co-teaching and coaching research\n# Methods\n## Participants and coaching professional learning\n## Data sources and analysis approach\n# Results\n## Collaborative dialogue and self-directed learning\n## Goal-setting, mentoring, and demonstration teaching","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study investigates limited knowledge about the efficacy of specific coaching approaches used in co-taught classroom settings during yearlong preservice clinical experiences.\"},{\"question\":\"Who participated in the study and what did they do?\",\"answer\":\"Thirteen co-teaching coaches collaborated with thirty-nine teacher candidates. Coaches attended up to four professional learning sessions on co-teaching and coaching.\"},{\"question\":\"What evidence sources were used to evaluate coaching practices?\",\"answer\":\"The study used coaches’ resumes, reflections on goal-setting sessions, observation reports, and surveys describing daily coaching activities.\"},{\"question\":\"What practices characterized effective co-teaching coaches?\",\"answer\":\"Effective coaches engaged candidates through collaborative dialogue that promoted self-directed learning and supported candidates with goal-setting, basic mentoring, and demonstration teaching.\"}]","Promising Practices in Coaching Co-taught Preservice Clinical Experiences 1 | PDF",1792075474,53]