No individual support activity other than feedback on lesson plans significantly moderated the intervention effect¶

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? Feedback on lessons, modeling, and guided reflection showed no significant moderator effects on teacher self-efficacy. → 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?

Meta-regression moderator analyses across the 28-study sample found no significant effects for feedback on lessons, modeling of teaching or planning practices, or guided reflection. The article reports no effect sizes for these null moderators, so impact is unquantified.

"No further moderator effects were significant in our meta-analysis."

Discussion¶

Related Claims¶

• Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant) — possibly the same claim (merge candidate)
• Guided reflection was the most frequently applied individual support activity in the included interventions — related
• Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect — related