What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

By J. Hoffman, Melissa Mosley Wetzel, Beth Maloch, Erin Greeter, Laura A. Taylor, Sam DeJulio, S. Vlach. 2015

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Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, methodology): “Hoffman et al. (2015) narratively reviewed 46 studies in which 76 % used a qualitative design, 7 % used mixed methods, 15 % used a quantitative descriptive design, and only 2 % used a quantitative experimental study design.”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Second, such mentor teachers were also found to have the competence in engaging preservice teachers in reflecting on core teaching practices (Clarke et al., 2014; Hoffman et al., 2015) and inquiring into the deep principles and assumptions underlying various aspects of teaching that cut across diffe”