It has long
been established by research that clinical internships and student
teaching have one of the most profound effects in the preparation
of competent teachers (Darling-Hammond & Baratz-Snowden, 2007).
The research literature on virtual coaching provides evidence that
virtual coaching is a promising method for providing teacher
candidates enrolled in an alternative route teacher program with
the support they need during their clinical
become effective teachers. Virtual coaching is cost effective
option that improves clinical internships for all stakeholders, and
enhances the systematic process of preparing future teachers by
levering emerging technologies.
Alger and Kopcha (2009) propose designing a framework for virtual show more content
250). Alternative teacher preparation programs depend on veteran teachers to support teacher candidates during clinical internships. Smith and Evans recommend that alternative route teacher programs consider the question, who is best equipped to support alternative route teachers and their specific needs that are different from traditionally trained teachers (p. 271). Virtual coaching and the use of emerging technologies afford the opportunity for universities to re-envision how they supervised clinical internships are implemented. Teacher preparation programs that have used virtual coaching to facilitate clinical internship experiences have seen a cost savings in their budgets (Benson & Cotabish, 2014; Rock et al., 2012; Scheeler, 2012; Schmidt et al., 2015). The technological advances and accessibility provide greater opportunities to delivery feedback and communicate in real-time cost-effectively (Giebelhaus & Cruz, 1992). Cost saving analyses of virtual coaching models show there is greater potential to reduce budgets and salaries over time (Hartshorne et al., 2011; Schmidt et al., show more content
Over the years virtual coaching has successfully been accomplished by the use of two-way radios, computer-mediated communications, video-taped observations, feedback delivered via email, complex videoconferencing systems, and more recently through the use of web 2.0 tools and mobile devices (Barnett, 2006; Beck et al., 2002; Billingsley & Scheuermann, 2014; Johnson et al, 2006; Rock et al., 2012; Scheeler et al, 2012; Schmidt et al. 2015; Wu & Lee, 2004). Virtual coaching is now a more plausible option with the affordable webcams and the capabilities of advanced communication technology.
Emerging technologies allow teacher preparation program the opportunity to effectively and efficiently communication with teacher candidates by providing immediate feedback more often (Scheeler et al., 2012). Feedback and support delivered via virtual coaching benefit and strengthens the teacher candidates experience (Rock et al.; 2012; Rock et al., 2014; Scheeler et al., 2006; Simpson,
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