JAASEP FALL 2026 Part 1 of 9
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- Special Education: What Do the Latest Numbers Tell Us?
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- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
Teacher coaching has long been an integral part of educational practice. Coaching has long been used in educator preparation and professional development to support the transfer of knowledge and skills into practice (Joyce & Showers, 1982). Early legislation wanted to strengthen coaching by implementing IDEA and the No Child Left Behind Act. Since then, multiple research studies have explored the benefits of coaching teacher candidates (Kraft et al., 2018). It is important to develop coaching experiences that are inclusive and foster practices that normalize failure on occasion and provide teacher candidates with positive relationships and learning environments that feel safe (Sims & Fletcher-Wood, 2021).
Candidate coaching should allow for opportunities to explore, learn, and grow. Ultimately, teacher candidates who feel secure are more likely to take risks that would promote learning and growth (Kolyda, 2023).
Teacher shortages do not impact all communities and classrooms equally, but are more pronounced in certain states, subject areas, and student populations, such as special education compared to general education (Sutcher et al., 2016). Teacher coaching improves retention and can help combat teacher shortages that are felt from state to state (Ingersoll et al., 2018).
Abstract
Technology-supported coaching may provide teacher preparation programs with opportunities to deliver timely, individualized feedback during field-based experiences. This descriptive survey study examined special education teacher candidates’ perceptions and experiences of digiCOACH, a digital platform used to support observation, feedback, and coaching during student teaching and internship experiences. A survey was distributed to 271 current and former teacher candidates enrolled in special education credential programs at a public university; 30 candidates responded (11% response rate). The six-item survey included questions about candidates’ use and perceived helpfulness of supervisor feedback, digiCOACH data, coaching strategies and tips, and the platform overall. Descriptive findings indicated that most respondents perceived supervisor feedback and coaching supports delivered through digiCOACH positively. Open-ended responses similarly highlighted the value of supervisor feedback while identifying challenges related to platform usability, navigation, and the need for additional orientation and training. Findings provide preliminary information about teacher candidates’ experiences with technology-supported coaching and suggest considerations for integrating digital feedback platforms into special education teacher preparation. The small sample and low response rate limit the generalizability of the findings and preclude conclusions about effects on instructional practice, student outcomes, or teacher retention.