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Pushing the horizons of student teacher supervision: Can a Bug-in-Ear system be an effective plug-and-play tool for a novice electronic-coach to use in student teacher supervision?

Almendarez Barron, Maria (2013) Pushing the horizons of student teacher supervision: Can a Bug-in-Ear system be an effective plug-and-play tool for a novice electronic-coach to use in student teacher supervision? Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The National Council for Accreditation of Teacher Education has called for strengthening teacher preparation by incorporating more fieldwork. Supervision with effective instructional feedback is an essential component of meaningful fieldwork, and immediate feedback has proven more efficacious than delayed feedback. Rock and her colleagues have developed the wireless Bug-in-Ear (BIE) system to provide immediate, online feedback from a remote location (electronic coaching or e-coaching), and they have pioneered the use of BIE e-coaching (BIE2 coaching) in coaching teachers in graduate education. Other research has also documented successful use of the BIE system with teachers. This case study explored the use of the BIE tool for undergraduate student teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. The findings provide support for the use of BIE2 coaching as tool for undergraduate student teacher supervision, based on the changed behaviors during reading instruction exhibited by two out of three student teacher participants. Consistently increased use of targeted instructional behaviors was seen after just five coached lessons, and also seen in follow-up observations during which no coaching was provided. Student teachers reported that benefits far outweighed drawbacks in BIE2 coaching, but they found it challenging to simultaneously monitor elementary pupils and BIE feedback. The experience of the researcher showed that BIE2 coaching could be accomplished by a novice electronic-coach with significant previous coaching experience, but that additional training on the use of concise feedback language and affirming vs. corrective prompting may be needed for less experienced coaches. While this case study documents the experience of only one coach, and only three student teachers all working in homogenous, suburban classroom sites, BIE2 coaching showed great promise as a student teacher supervision tool. Future research on training for e-coaches, determining which undergraduates will respond to BIE2 coaching, and discerning patterns of responsiveness to coaching are called for.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Almendarez Barron,
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairZigmond, Naominaomi@pitt.eduNAOMI
Committee MemberHamilton, Rebeccarhamilto@pitt.eduRHAMILTO
Committee MemberLemons, Christopherlemons@pitt.eduLEMONS
Committee MemberLyon, Stevesrlyon@pitt.eduSRLYON
Committee MemberMcKeown, Margaretmckeown@pitt.eduMCKEOWN
Committee MemberRock,
Date: 10 January 2013
Date Type: Publication
Defense Date: 30 August 2012
Approval Date: 10 January 2013
Submission Date: 12 December 2012
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 180
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: undergraduate student teachers, technology in education, teacher supervision, coaching, changing instrution
Date Deposited: 10 Jan 2013 14:55
Last Modified: 15 Nov 2016 14:08


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