Impact of Coaching on Preservice Teachers’ Use of Embedded Instruction in Inclusive Preschool Classrooms

The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers’ use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to i...

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Bibliographic Details
Published in:Journal of teacher education 2017-03, Vol.68 (2), p.125-139
Main Author: Rakap, Salih
Format: Article
Language:English
Subjects:
Anchored instruction
Coaching (Performance)
Curricula
Disabilities
Feedback (Response)
Fidelity
Foreign Countries
Generalization
Inclusion
Learner Engagement
Learning Activities
Likert Scales
Maintenance
Methods
Observation
Preschool Education
Preschool teachers
Preservice Teachers
Program Effectiveness
Program Implementation
Special education
Special Education Teachers
Student Behavior
Student Needs
Teacher centers
Teacher centres
Teacher education
Teachers
Teachers of disabled children
Teaching Methods
Training
Video Technology
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Summary:The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers’ use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to investigate the relationships between coaching and preservice teachers’ implementation of EILTs across settings and over time. Corollary relationships between preservice teachers’ implementation and child learning outcomes were also examined. Results indicate training plus coaching is an effective method for increasing preservice teachers’ use of EILTs. Preservice teachers generalized their use of EILTs to another setting and maintained their use during follow-up sessions conducted 1 to 8 weeks after coaching ended. Moreover, as preservice teachers’ accuracy of implementing EILTs increased, percentage of children’s correct responding increased. Implications for future research and practice are discussed.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487116685753