Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies

During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed improve PSTs' skills. We conducted a meta-analysis based on quasi-experimental experimental studies. The results showed small significant overall effect (d = 0.41). Cooperating teachers' supervisors' cognitive modeling (i.e., making processes explicit demonstrating teaching-related practices) teaching practices was moderator 0.90). Implications for initial teacher education are discussed.