Three teacher educators partnered with a local high school to pilot an e-coaching model with secondary social studies pre-service teachers. Findings reveals an e-coaching supervisory model that can nurture relationships between university and public schools to support pre-service teacher (PST) development, can increase a PST's independence and confidence, and can support creation of a third space where power dynamics between university and public schools are disrupted and potentially leveled. Implications for e-coaching as a means of supervising field experiences in rural teacher education are discussed.

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PSTs' progress toward quality standards for teaching. eCoaching is a professional learning strategy that provides real-time feedback to PSTs during instruction. In this article, the authors present an overview of eCoaching logistics, a description of eCoaching in action, and perceived impact of eCoaching on PSTs.

This article reports on an application of a SoTL research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions could result in improved student learning outcomes for the teacher education students. Insights from the student responses and course materials are discussed as well as implications for teaching and learning in a teacher education program.