Abstract

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators' perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development.

Citation

Ottley, J.R., Coogle, C.G. & Rahn, N.L. (2015). The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments. Journal of Early Childhood Teacher Education, 36(4), 342-361. Retrieved August 13, 2024 from https://www.learntechlib.org/p/188815/.

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Keywords

• Child Development
• Coaching (Performance)
• computer mediated communication
• early childhood education
• Feasibility Studies
• Feedback (Response)
• Handheld Devices
• Inclusion
• Learning Experience
• Mixed Methods Research
• Observation
• professional development
• Satisfaction
• Semi Structured Interviews
• teacher attitudes
• Teacher Improvement
• Technology Uses in Education
• Validity