In search of a scientific basis for teacher preparation

Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 In search of a scientific basis for teacher preparation Robert A Gable* Abstract: Statement of the Problem: There is growing pressure on school personnel to rely on the use of evidence-based teaching practices Unfortunately, research indicates that few beginning teachers engage in evidence-based practices or so across time Replacement of the hodgepodge of flawed and ineffective strategies with those that are based on strong empirical support poses major challenges Research Topic: A major challenge exists with regard to the reform of teacher preparation programs so that they reflect what is known about the science of teacher education In addition, once students graduate, ways must be found to promote the use of evidence-based practices with fidelity General findings: First, based on a review of the literature, it appears that teacher educators should examine critically both the university curriculum and teaching practices to ensure they have strong empirical support Second, the need exists to alignment innovative university instruction with highly structured field-based experiences Third, it is important to provide beginning teachers a systematic „induction‟ into the workplace to minimum the disconnect between university and K-12 classrooms Finally, there is mounting evidence that coaching represents a powerful tool for facilitating teacher implementation of evidence-based practices with fidelity Keywords: Teacher preparation; evidence-based practices; fidelity; teacher induction; coaching; professional development Received: 18th August 2016; Revised: 26th October 2016; Accepted: 31st October 2016 * Public education in the United States has long been based on an „egalitarian philosophy‟ that supports a commitment to providing for the greatest good for the largest number of students (Gable 2014) Even so, not all students have benefitted equally from their schooling For that reason, teacher education programs have been the subject of ever-increasing scrutiny (Scheeler 2008; Vernon-Dotson et al 2014) Widespread concern over poor student academic performance prompted the Congress of the United States to enact two major pieces of legislation-the Individuals * with Disabilities Education Improvement Act (IDEIA 2004) and No Child Left Behind Act (NCLB) of 2001, both of which put a priority on the use of scientificallybased research to guide instructional decision-making In fact, NCLB included the phrase “scientifically-based” over 100 times In that legislation, scientifically-based research was described as research that involves the use of rigorous, systematic, and objective procedures to obtain reliable and valid information about education activities and programs Today, there is a rapidly growing body of empirical research on effective academic and nonacademic interventions (Simonsen et al 2008) (see Appendix A for a list of evidence-based Old Dominion University, Norfolk VA USA; email: regable@odu.edu 564 565 G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 practices) Notwithstanding an increase in the number of strategies of proven effectiveness, a significant gap exists between what is known about quality instruction and most teacher classroom practices Research documents the fact that, after graduation, many teachers struggle to implement evidence-based practices (EBPs), while others abandon altogether attempts to so (Gable 2014; Sarason 1996) One possible explanation is that preservice preparation programs not always reflect sufficient rigor or depth of preparation for preservice teachers to master skills that are supported by empirical research (U.S Department of Education 2002) Another reason may be the limited structure of preservice field experiences and the fact that there are significant contextual differences between university and K-12 classrooms (Sarason 1996) Furthermore, the impact of many EBPs is not always obvious immediately, which can cause teachers to become discouraged and to discard practices that may have proven effective across time (Gable 2014) Another issue is the fact that the culture of most schools is indifferent to the use of evidencebased practices (Detrich 2011) Finally, poorly prepared beginning teachers likely find survival more pressing then using teaching practices of which they have limited knowledge Given the mounting concern regarding pupil performance, I sought (a) to identify specific ways to improve the quality of teacher education and (b) to begin to establish a more scientific basis for teacher preparation by drawing upon data-based literature to guide the course of future practices The assumption is that students will benefit from enhancing the quality of teacher preparation Method In an attempt to learn more about ways to bolster the quality of teacher education, I conducted an integrative review of the literature to discover what is known about teacher preparation I began the review by examining article titles and abstracts, focusing on articles published in peerreferred journals between 2000 and 2015 I included articles (a) for which the primary focus was teacher preparation and (b) articles that consisted of data-based or integrated reviews of the accumulated research I also included several textbook chapters that addressed issues regarding teacher education A mandate exists in U.S federal legislation to promote the inclusion of students with disabilities in the general education curriculum For that reason, I looked at the special education literature as well I excluded articles that focused solely on a single curricular area, monographs, non-governmental reports, and conference proceedings, and I limited my search to publications in English Key search words included: teacher preparation, evidencebased practices, teacher induction, mastery and fidelity of instruction, coaching, and professional development, and were applied to electronic search engines-PsychINFO, Educational Resources Information Center (ERIC), and EBSCOhost I also scanned reference lists of existing reviews and studies and did a hand search of professional journals that publish articles that correspond to the keywords, including: Exceptional Children, Review of Educational Research, Teacher Education and Special Education, The Teacher Educator, Remedial and Special Education, and Preventing School Failure A qualitative synthesis of the reviewed literature revealed four overarching themes: G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 (a) the need to examine critically university coursework and instructional practices, (b) the importance of highly structured fieldbased experiences, aligned with course competencies (c) support for teacher transition from university to workplace, and (d), ongoing teacher support in the classroom Results Failure of traditional teacher education Given the criticism of traditional preparation programs and the results of the present review, the need exists for teacher educators to examine critically current curricular and instructional practices to ensure a „goodness-of-fit‟ with an emerging science of teacher education (U.S Department of Education 2002) Competencies identified by the International Council for Exceptional Children (2015) provide a framework for developing coursework Competences are clustered around knowledge and skill groups, according to initial and advanced preparation that easily can be translated into specific courses that include: theory, survey, methods, and field-based experiences Actual skill selection commonly is predicated on „high-probability‟ classroom demands, meaning skills that all teachers will need to be successful, skills in the areas of: planning, assessment, management, instruction, and collaboration There is an increasing database to support the assertion that lecture-based instruction in which preservice teachers are passive recipients fails to lead to skill mastery or transfer of learning to applied settings (Joyce et al 2002) Recent studies suggest that teacher educators must engage students as active participants in the teaching and learning process (Detrich 2011) Research indicates that preservice 566 teachers must be afforded repeated opportunities to observe the modeling of discrete skills, put those skills into practice, and receive feedback regarding their performance (Detrick 2011; Keyworth 2013) Israel, Carnahan, Snyder, and Williamson posited that teachers not learn from experience; “they learn in experience” (2012:197) The present review revealed that, in the United States, there is increased importance being attached to learning through practice (Henning et al 2015) Traditional course lectures are being supplanted by case-based learning consisting of vignettes that reflect actual classroom situations Students often collaborate with a classmate to complete assignments within and across courses Faculty members evaluate student performance by meaning of rubrics that reflect sound decision-making and quality instruction Students are asked to critique their own work to develop critical thinking skills Other emerging strategies include the use of video modeling of evidence-based practices applied to scenarios of situations teachers likely will face (Dicker et al 2009) In addition, there are modules developed by the IRIS Center at Peabody/Vanderbilt University, Nashville TN The IRIS Center website contains both interactive modules and webinars that have been judged independently to reflect evidence-based practices Leko, Brownell, Sindelar, and Murphy (2012) urged teacher educators to establish a strong link between university-based coursework and highly structured field experiences that require preservice teachers to demonstrate discrete course competencies (Utley 2009) This fundamental change in teacher preparation may necessitate that teacher preparation programs focus on a 567 G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 modest number of carefully selected strategies (Leko et al 2012) Based on the current review, it appears that depth of preparation should take precedence over breath of preparation to ensure that preservice teachers demonstrate mastery of specific skills Skill selection often is based on ease of implementation, probability of positive outcomes (effect size of 40 or higher), and an understanding of the challenges teachers will face in the classroom Fidelity of classroom instruction Preservice preparation programs often fail to produce teachers who rely on evidencebased practices or implement them with fidelity (Keyworth 2013) Fidelity refers to the degree to which an intervention is implemented in accordance with the original plan (O‟Donnell 2008; McKenna et ak 2014) Research shows that there is a positive correlation between fidelity of implementation of evidence-based practices and student achievement (Sanetti et ak 2012) Conversely, teacher failure to engage fully and consistently in proven effective practices is likely to have a deleterious effect on student outcomes (Kretlow et al 2010) According to the literature reviewed, the fidelity of implementation can be monitored in various ways: checklists, behavior rating scales, matrices, videotaping of lessons, direct observation, and/or teacher selfreports (Lane et al 2004; McKenna et al 2014) Authorities have asserted that fidelity should be evaluated as often as is the impact of a particular intervention Failure to so makes it impossible to distinguish between an ill-conceived intervention and one that is poorly implemented In further examining evidence-based practices, it appears that preservice teachers should be prepared to: (a) determine for whom a particular practice is evidencebased (i.e., what population of students), (b) how often („dosage‟) the practice should be implemented, (c) how long it should be implemented, and (d) the necessary and sufficient steps to ensure delivery of the intervention as it was designed (fidelity) (Gable 2014) Once a strategy is in place, teachers must be capable of measuring directly and systematically its impact on pupil performance Based on that analysis, teachers should be prepared to make timely adjustments in one or more aspects of instruction (Vaughn et al 2015) Teacher induction Several authors argued that a major aspect of preservice preparation that often is overlooked is preservice teacher support in applied settings (i.e., field-based experiences and student teaching) (Kretlow et al 2010; Scheeler 2008) Not surprisingly, in many instances, a disconnect exists between preservice teacher preparation and the realities of the classroom Maheady and Jabot (2012) reported that teacher induction represents a promising approach to bridging that gap and supporting teacher entry into the classroom The terms teacher induction and mentoring often are viewed as synonymous; however, they refer to two distant ways to support teachers That is, induction relates to those practices that enable beginning teachers to become effective classroom teachers; whereas, mentoring pertains to 1-1 support provided by more experienced teachers to beginning teachers (Maheady et al 2012) Maheady and Jabot (2012) asserted that induction should be aligned with evidence-based practices, coupled with in-class support, in the form of real time side-by-side coaching According to Maheady and Jabot (2012), the integration of empirically-supported practices and quality professional G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 development represents a potentially effective approach to improving classroomlevel and school-wide educational practices Coaching of teachers in the workplace According to the literature, there is growing interest in the use of coaching to support teacher use of evidence-based practices (Keyworth 2013; Scheeler 2008) The purpose of coaching is to facilitate the accurate and consistent implementation of teaching strategies that lead to positive changes in pupil performance (Detrich 2011; Kretlow et al 2010) Kretlow and Bartholomew (2010) reviewed the extant literature to determine the likely impact of coaching on the fidelity with which teachers implemented evidence-based practices They identified two forms of coachingsupervisory and side-by-side coaching Supervisory coaching refers to coaching that consists of peer observation and highly structured feedback that usually occurs after the fact; whereas, side-by-side coaching involves the additional step of co-teaching to afford the teacher an opportunity to observe and to practice a particular strategy According to Kretlow and Bartholomew, side-by-side coaching increases the rate of skill acquisition, accuracy of implementation, and the maintenance of positive teacher behavior more so than supervisory coaching Kretlow and Bartholomew (2010) maintained that modeling of discrete evidence-based practices, along with the opportunity for a teacher to emulate the modeled behavior and obtain performance feedback are essential components of the coaching process Indeed, there is ample research to support the positive impact of performance feedback on teacher performance Feedback may include descriptive praise for correct strategy implementation, corrective feedback on 568 strategies used incorrectly, and responses to any questions that arise Feedback should be individualized to match the demands of a particular classroom, including student strengths and weaknesses and available resources (Cook et al 2003) Feedback can be enhanced through the use of graphs that reflect discrete teacher behavior, such as the use of precise praise statements Cook and his colleagues stated that direct classroom observation is critical to effective coaching since it affords an opportunity for the coach to assess directly teacher behavior Coaching sessions should be of sufficient frequency and duration and include enough opportunities to practice a strategy for teachers to achieve skill mastery (Han et al 2005) based on documented changes in both teacher and pupil behavior (Detrich 2011) Limitations to coaching Drawing from the present review, it is reasonable to conclude that coaching represents a highly resource demanding and time intensive undertaking Coaching requires either release time for a building-level staff member or an outside professional That said, coaching may not be a realistic solution to supporting all beginning classroom teachers One alternative that holds promise is the use of e-mentoring, electronic feedback at a predetermined time each day or week (Hunt et al 2013) That feedback may pertain to written plans of instruction or audio and/or video clips of classroom instruction Researchers have indicated that e-mentoring can increase a beginning teacher‟s sense of self-efficiency Equally significant is the fact that ementoring can be delivered to a number of teachers simultaneously E-mentoring can reduce feelings of professional isolation experienced by many beginning teachers, especially in more rural areas (Hunt et al 2013; Scheeler 2008) It also can decrease 569 G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 the temptation to abandon effects to engage in evidence-based practices Finally, building-level teachers can establish a „professional learning community‟ (PLC) dedicated to exploring classroom strategies drawn from the literature on evidence-based practices (Hord 2009) Use of a PLC can be enhanced when teachers self-monitor their subsequent use of a particular strategy (Kalis et al 2007) Professional development to support inservice teachers Once teachers receive their initial preparation, professional development may be needed to reach a high level of fidelity and sustainability of implementation of evidence-based practices According to Kretlow, Cooke, and Wood (2012), quality professional development constitutes a powerful tool to bridge between research and practice Joyce and Showers (2003) argued that quality professional development enables teachers to acquire new skills and to transfer these skills into practice, assuming there are adjustments in the kind and amount of training based on the complexity of the skill set Seminal research by Joyce and Showers (2003) identified four components they deemed essential to successful training: (a) a strong rationale for the use of new skills, (b) modeling of the new skills, (c) practicing the skills across time, and lastly, (d) peer coaching Joyce and Showers (2003) stress that all four components are necessary to achieve successful outcomes, with coaching being essential for promoting the transfer and retention of evidence-based practices According to Desimone (2009:2011), there are five components that together comprise effective professional development They include: content focus (i.e., subject matter), active learning (i.e., engaging activities, such as interactive feedback), coherence (i.e., consistent with teachers‟ knowledge and beliefs), duration (i.e., distributed across a sufficient amount of contact time), and collective participation (i.e., teacher learning communities that promote interaction and discourse) Professional development includes classroom strategies whereby teachers learn to collect and analysis routinely student performance data (Leko et al 2009) and make timely decisions about adjustments in instruction Schools can partner with local colleges or universities to offer professional development or call on experienced classroom teachers to share their expertise Discussion There is a growing body of literature to support the assertion that evidence-based practices have the potential to increase the impact of research on daily classroom instruction which, in turn, can have a positive influence on student outcomes (Cook et al 2013) It follows that the “gold standard” of teacher education should be the preparation of preservice teachers to produce positive, predictable, and long-term changes in pupil performance To so, teacher educators are required to embrace what is known about the science of teacher preparation In that traditional teacher preparation programs have not always prepared adequately teachers to enter the workplace, it is essential (a) to increase our understanding of what constitutes an evidence-based practice, (b) to provide quality preparation that actively engages students in the teaching/learning process, (c) to develop effective strategies to facilitate the transfer of training to applied settings, and (d) to find ways to reinforce the implementation of evidence-based practices, with fidelity across time (Detrich 2011; Joyce et al 2003; Keyworth 2013; Gable 2014) G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 Once teachers are trained to a high standard, ongoing professional development, coupled with the use of coaching can boost the fidelity of teacher implementation of evidence-based practices At the in-service level, teachers should receive direct and systematic instruction from experts in the field, the content of which is derived from empirical research They also should receive coaching and timely performance feedback from skilled professionals Today, coaching is an increasingly popular strategy for facilitating accurate and consistent teacher implementation of proven-effective practices with fidelity (Keyworth 2013; Rock et al 2009; Scheeler 2008) However, further research is needed to identify the kind and amount of coaching that is optimal for promoting positive changes in pupil performance Furthermore, researchers have yet to identify the most parsimonious approach to coaching to attain fidelity and sustainability of evidence-based practices (Kretlow et al 2010) From a broader perspective, it seems important to recognize that, regardless of the amount of supporting research, not every strategy will be effective for every student (Cook et al 2011) And, the existence of an evidence-based practice is one thing, “implementation of that practice is another thing altogether” (Fixsen, et ak 2009:5) Conclusion In the end, the goal of teacher preparation programs should be to prepare graduates to exercise sound professional judgment in choosing evidence-based practices that align with the diverse instructional needs of their students To the extent that a host environment can be established in which teachers are able to improve student outcomes-based on routine 570 data collection and analysis and receive positive feedback, the probability increases that they will continue to engage in proven effective practices (Cook et al 2003; Gable 2014) Furthermore, the success teachers experience helps them to avoid the temptation to „give up‟ prematurely on a particular strategy (Han et al 2005) However, based on the current review of the literature, it appears that any large-scale implementation of evidence-based practices will depend on the extent to which preservice teachers receive high-quality preparation and, upon entering the classroom, ongoing systematic support Given the rapidity with which new practices are becoming available, teacher educators and classroom practitioners must be critical consumers of the professional literature It is essential to draw upon that literature and other reliable sources (U.S Department of Education 2003), and work tirelessly to achieve the best possible outcomes for all students At the same time, it is important to recognize that the setting itself has an influence on what works and what does not work Finally, it is incumbent upon educational leaders to establish a climate that supports „evidence-based practices‟ and reinforces teacher implementation of intervention strategies that are proven effective (Cook et al 2003) Drawing upon the results of the current review, I offer the following recommendations that I believe are equally applicable to teacher preparation programs in the United States and in Vietnam: Ensure that the curriculum of teacher preparation reflects the most current knowledge of „evidence-based‟ practices; Ensure that teachers-in-training have multiple opportunities to observe directly, engage in repeatedly, and 571 G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 receive instructional feedback on the most valid „evidence-based‟ practices for future classroom instruction; Ensure that supervised field experiences are clearly aligned with and reflect the major objectives of university instruction; Establish an „induction process‟ to transition systematically students from the university to instructional environments where there is administrative support of evidencebased practices; and Establish systems of support that include ongoing professional development and individualized coaching that is responsive to the varying needs of novice teachers References Council for Exceptional Children 2015 What Every Special Educator Must Know: Professional Ethics and Standards Arlington, VA: CEC Cook, Bryan G., Landrum, Timothy J., Tankersley, Melody T., and James M Kauffman 2003.“Bringing Research to Bear on Practice: Effective Evidence-based Practices for Students with Emotional and Behavioral Disorders.”Education and Treatment of Children, 26: 345-361 Cook, Bryan and Sara C Cook 2011 Thinking and Communicating Clearly about Evidencebased Practices in Special Education Council for Exceptional Children, Division for Research Cook, Bryan, Cook, Lysandra, and Timothy J Landrum 2013 “Moving Research into Practice: Can We Make Dissemination Stick?”Exceptional Children, 79:163-180 Dicker, Lisa, Lane, Holly, Allsopp, David, O‟Brien, Chris, Butler, Tyran, Kyger, Maggie, Lovin, LouAnn and Nicole Fenty 2009 Evaluating Video Models of Evidence-based Instructional Practices to Enhance Teacher Learning.” Teacher Education and Special Education, 32: 180-196 Desimone, Laura M 2009 “Improving Impact Studies of Teachers‟ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher, 38:181-199 Desimone, Laura M 2011 “A Primer on Effective Professional Development.” Phi Delta Kappan, 92: 68-71 Detrich, Ronnie 2011 Evidence-based Education, Treatment Integrity, and Educational Reform Presentation given at Northwestern University, October 7, Evanston, Ill Fixsen, Dean, Blasé, Karen, Horner, Rob, and George Sugai 2009 Concept paper: Developing the capacity for scaling up effective evidence-based programs in state departments of education Retrieved September 8, 2016 http://www.fpg.unc.edu/sisep/resources.cfm Gable, Robert A 2014 Teaching Students with Emotional Disabilities: Challenges and Opportunities Pp 117-140 in Special Education Past, Present, and Future: Perspectives on the Field Bryan G Cook, Melody Tankersley, and Timothy J Landrum (eds.) 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contracts are relatively effective if there is a performance deficit (can but unresponsive) rather than skill deficit (Can‟t perform the behavior) In some cases, contracting alone is not powerful enough to change behavior Direct instruction regarding the desired behavior also may be necessary Differential reinforcement of incompatible behaviors (DRI)-a procedure in which the teacher reinforces a response that is „topographically‟ incompatible with a behavior targeted for reduction A student cannot be both in-seat and out-of-seat at the same time Modeling-a teacher demonstrates for a student appropriate examples of a particular skill Each skill is broken down into component behavioral steps and taught separately The power of modeling hinges on the observed consequences of the behavior The teacher may also demonstrate non-examples of the behavior, to teach the student to distinguish between „acceptable‟ and „unacceptable‟ behavior Peer-mediated intervention-an intervention that requires a peer, rather than an adult, to assume responsibility for conducting an intervention In many cases, students prefer peer-mediated intervention to adult-controlled interventions and the effects may be more lasting Peer-mediated intervention has been shown to be effective for promoting both academic and social skills, at the classroom-wide level and the individual intervention level Planned ignoring-the withdrawal of social reinforcers (e.g., eye contact, smiles) for the length of the time-out period Planned ignoring is an extinction strategy that is effective only to the extent that adult behavior serves as a reinforcer to the student Self-control-techniques taught to students to manage independently their own behavior and may include: self-evaluation, self-instruction, self-monitoring, or selfreinforcement procedures Self-control training may include: teaching students to recognize internal factors (e.g., physical signs of agitation or emotional arousal) and/or external factors (e.g., being pushed, obscene gestures, being called a name) that are likely to provoke an angry pupil response Group contingency managementcontingency management options that are applied to multiple students who have been assigned to teams; options include: group dependent (“hero”) arrangement whereby reinforcement depends on the performance of a single student; group interdependent arrangement whereby reinforcement depends on the overall performance of a group of students (sub-group or team); and group independent arrangement whereby students are individually judged regarding their behavior Choice making -giving students fixed choices from an individualized list or menu, such as: which assignment to complete first, where to sit, to work alone or with a classmate, can increase task engagement and productivity and reduce behavior problems by giving students a measure of control of their environment G Robert / Journal of Social Sciences and Humanities, Vol 2, No (2016) 564-574 Precorrection-precorrection is a proactive strategy whereby teachers anticipate potential behavior or social problems and the conditions under which they are most likely to occur, such as in the hallway, cafeteria, or during classroom transitions and teaches student(s) appropriate ways to respond That way, students avoid engaging in inappropriate behavior and the consequences for doing so 574 After teaching the appropriate response, the teacher may provide a verbal prompt, such as: “Remember class …” 10 Precise praise-a strategy whereby a teacher offers positive verbal reinforcement and includes a description of the behavior being reinforced; “Yen, I really like the way you came into the classroom quietly, took out your independent work folder, and began to work” Hướng đến tảng khoa học cho trình chuẩn bị giáo viên Robert A Gable Tóm tắt: Tính cấp thiết vấn đề nghiên cứu: Hiện có áp lực ngày gia tăng đội ngũ giảng viên qua việc dựa vào hoạt động giảng dạy dựa chứng Các nghiên cứu gần có cho thấy giảng viên tham gia vào hoạt động giảng dạy triển khai thực khoảng thời gian dài Việc thay chiến lược mơ hình khác thực nghiệm nhiều thách thức Vấn đề nghiên cứu: Một thách thức lớn tồn theo mơ hình cải tiến chương trình chuẩn bị cho giảng viên cần biết khoa học sư phạm Hơn nữa, sinh viên sư phạm tốt nghiệp, cách thức nhận diện thúc đẩy hoạt động giảng dạy dựa chứng gắn kết, trung thành Kết quả: Trước hết, dựa việc tổng quan vấn đề, thấy chuyên gia đào tạo giáo viên đánh giá cách tích cực chương trình đào tạo đại học thực tiễn giảng dạy để đảm bảo có hỗ trợ mang tính thực nghiệm Thứ hai, cần gắn định hướng đổi trường đại học với trải nghiệm cộng đồng cách chặt chẽ Thứ ba, điều quan trọng cung cấp cho giáo viên vào nghề có hướng dẫn cụ thể, hệ thống nơi làm việc để làm giảm khác biệt trường đại học hệ thống trường học Cuối cùng, việc hướng dẫn nghề nghiệp xem công cụ quan trọng để giúp cho giảng viên có gắn kết sử dụng lâu dài mơ hình Từ khóa: Chuẩn bị cho giảng viên; giảng dạy dựa cứ; trung thành, hướng dẫn giảng viên; tập huấn; phát triển nghề nghiệp  ... so, teacher educators are required to embrace what is known about the science of teacher preparation In that traditional teacher preparation programs have not always prepared adequately teachers... areas of: planning, assessment, management, instruction, and collaboration There is an increasing database to support the assertion that lecture-based instruction in which preservice teachers are... rate of skill acquisition, accuracy of implementation, and the maintenance of positive teacher behavior more so than supervisory coaching Kretlow and Bartholomew (2010) maintained that modeling