The Effects of Virtually Simulated Instructional Coaching Practice on In-Service Teachers’ Feelings of Preparedness to Coach

This study employed a crossover randomized-controlled mixed-methods design to compare the experiences of a diverse group of in-service teachers preparing to be instructional coaches engaged in virtual simulation activities and a standard online module of materials. Quantitative data (n = 22) was analyzed using t-tests and qualitative data using open coding and thematic approaches. Quantitative analyses showed no statistically significant differences in self-reported measures of preparedness to coach or in the helpfulness of the activities. Qualitative analyses showed both conditions were seen as beneficial and identified how the virtual simulation activities could be more impactful on their learning.