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
internshipto
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
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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.,
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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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