Abstract
A total of 112 Chinese pre-service early childhood education teachers were randomly assigned to one of the following 3 conditions: (1) Making the Most of Classroom Interactions (MMCI) course group; (2) MMCI course plus video-based coaching; or (3) a control group. Results showed that both the MMCI course and coaching had immediate effects on pre-service teachers’ improvement of professional knowledge and skills in identifying effective teaching practices. The combined participation in the MMCI course and coaching showed more robust effects on participants’ knowledge of and skills in identifying effective teaching practices than the MMCI course alone. Moreover, pre-service teachers who began the trial with a lower level of intentional teaching beliefs, sense of efficacy, or knowledge benefited more from the intervention. Implications for improving pre-service teachers’ knowledge and skills of classroom interactions are discussed.
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