Abstract
The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers’ use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A multiple-probe, single-case design was used to determine the effects of immediate feedback through bug-in-ear eCoaching on teachers’ use of communication strategies. Results indicate that immediate feedback through bug-in-ear eCoaching enhanced pre-service teachers’ use of communication strategies within small-group activities. Implications for practice and future research are discussed.
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