Effects of a Structured Field-Based Special Education Course with Embedded E-peer Coaching on Preservice Teachers and the Students with Disabilities they Teach
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A mixed-method design was used to examine a structured field experience with an embedded e-peer coaching component. Participants included six novice secondary general education preservice teachers enrolled in an introductory course on special education. Findings are mixed, but suggest some features of e-peer coaching may be effective in promoting best practices in general education teacher preparation. Measures of novice preserve teacher performance and P-12 student performance are reported. Performance indicators included delivery of explicit instruction and data-informed decision-making. Programmatic recommendations for teacher preparation programs are discussed.