Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

Abstract

<p>During the practicum, pre-service teachers (PSTs) practice basic instructional skills (lesson planning and clarity of instruction) and advanced skills (cognitive activation). As teaching is complex, PSTs need to be supported during the practicum. Different support approaches to coaching, supervision, and mentoring have been developed that focus on improving PSTs’ instructional skills. New approaches have recently been developed, such as technology-based mentoring and peer coaching. The effectiveness of these different approaches and their design elements stimulating learning activities for promoting PSTs’ instructional skills have not yet been systematically explored. We conducted a meta-analysis based on quasi-experimental and experimental control group design studies. The results showed a small overall effect on basic instructional skills. A medium-sized effect was found for the advanced instructional skill of cognitive activation with a subsample of PSTs. The only significant moderator was modeling of teaching practices (large effect). Results are discussed with regard to teaching effectiveness and school-based mentoring research.</p>