Location
Boston 2&3
Session Format
Presentation
Abstract
This study employed a crossover randomized control trial design to compare the experiences of a diverse group of in-service teachers preparing to be instructional coaches as they engaged in virtual simulation activities (treatment condition) and a standard online module of materials (control condition). Analyses performed on quantitative and qualitative survey data collected following their engagement with both conditions showed no statistically significant differences in self-reported measures of preparedness to coach or in the helpfulness of the activities. Both conditions were seen as highly beneficial by the participating teachers and they identified ways in which the virtual simulation activities could be improved to be more impactful on their learning. Study limitations and practical implications are addressed.
Keywords
Instructional coaching, virtual simulation, teacher leadership
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Keese, Jeffrey, "Using Virtual Simulation to Replicate Instructional Coaching Experiences" (2024). Georgia Educational Research Association Conference. 30.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/30
Using Virtual Simulation to Replicate Instructional Coaching Experiences
Boston 2&3
This study employed a crossover randomized control trial design to compare the experiences of a diverse group of in-service teachers preparing to be instructional coaches as they engaged in virtual simulation activities (treatment condition) and a standard online module of materials (control condition). Analyses performed on quantitative and qualitative survey data collected following their engagement with both conditions showed no statistically significant differences in self-reported measures of preparedness to coach or in the helpfulness of the activities. Both conditions were seen as highly beneficial by the participating teachers and they identified ways in which the virtual simulation activities could be improved to be more impactful on their learning. Study limitations and practical implications are addressed.
