Guided reflection was the most frequently applied individual support activity in the included interventions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Guided reflection occurred in 11 studies (17 effects), more than feedback on lesson plans (5 studies, 7 effects), feedback on lessons (8 studies, 12 effects), or modeling (5 studies, 6 effects). → Mok 2022

Evidence¶

Mok 2022¶

Mok, S. Y., Rupp, D., & Holzberger, D. (2022). What kind of individual support activities in interventions foster pre-service and beginning teachers' self-efficacy? A meta-analysis. Preprint submitted for peer-review. https://doi.org/10.1016/j.edurev.2023.100552

q3 · i? · quant-synthesis · r?

Descriptive coding of moderator variables across the included studies (reported without outliers). Most support activities were rarely applied; guided reflection was the exception, coded in j = 11 studies and k = 17 effects.

"providing feedback on lesson plans (j = 5 studies, k = 7 effects), providing feedback on lessons (j = 8 studies, k = 12 effects), and modeling teaching or planning practices (j = 5 studies, k = 6 effects). One exception is the guided reflection as support activity (j = 11 studies, k = 17 effects)."

Discussion¶

Related Claims¶

• Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant) — related
• No individual support activity other than feedback on lesson plans significantly moderated the intervention effect — related
• Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect — related