Impact of Data-Driven Feedback and Coaching on Preservice Teachers’ Questioning Skills for Higher-Order Thinking within a Mixed-Reality Simulation Environment
Bibliographic Data
| ID | 22047091 |
|---|---|
| Authors | Wes J DeSantis (Western Connecticut State University), Marcia A B Delcourt (0000-0002-7951-8683, Western Connecticut State University, corresponding author), Bruce M Shore (0000-0003-4384-1857, McGill University), Jacob C Greenwood (Ridgewood Public Schools) |
| Year | 2023 |
| Volume | 13 |
| Issue | 6 |
| Pages | 596 |
| Publication date | 2023-06-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13060596 |
| OpenAlex | W4380359340 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
In this exploratory study, constructs related to self-efficacy theory were embedded in a treatment to improve the use of higher-order thinking (HOT) questioning skills in candidates enrolled in a teaching-methods course enhanced by mixed-reality simulations (MRS). The problem of designing an effective feedback and coaching model to improve the delivery of HOT questions in 10 min lessons was addressed. Thirty undergraduates were asked to incorporate HOT questions into each of the three lessons presented during a 15-week semester. Treatment candidates received individual data-driven feedback and coaching that included tailored guidance provided at regular intervals throughout the term. Quantitative analyses indicated that there was no significant difference in self-efficacy between conditions and that treatment group members posed significantly more HOT questions in their lessons (effect size = 1.26) than their non-treatment peers. An optimal ratio of two knowledge/comprehension to one HOT question in a 10 min period was proposed and three criteria for high-quality HOT questions are presented. Interviews revealed that those who participated in the treatment were more likely to recognize improvements in their self-efficacy, lesson planning, and performance than comparison group members. Data-driven feedback and coaching also provided candidates with opportunities for reflection
Coaching · Comprehension · Exploratory research · Mathematics education · Medical education · Qualitative property · Self-efficacy · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Innovative Teaching Methods · Medicine · Psychology · Social Psychology
Effects of Learning Skills Interventions on Student Learning
Critical reflection as a framework for transformative learning in teacher education
The Effect of Teacher Coaching on Instruction and Achievement
The Power of Feedback Revisited
The Potential of Simulated Environments in Teacher Education
The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning
Pre-Service Teachers' Coping and Anxiety within Mixed-Reality Simulations
Teacher efficacy
Human agency in social cognitive theory
The Power of Feedback
Social Cognitive Theory
Perceived Self-Efficacy in Cognitive Development and Functioning
Understanding "Core Practices" and "Practice-Based" Teacher Education
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Core Practices and Pedagogies of Teacher Education
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |