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Abstract Two groups of undergraduate students participating in a field experience as part of a teacher education program were compared in regard to their (a) development of clarity skills, (b) pedagogical reasoning and actions, and (c) attitudes toward several aspects of the field experience. The experimental group was trained in peer coaching techniques, in which teams of preservice teachers were assigned to the same classrooms to provide observation and feedback to each other. The control group experienced traditional university supervision. Results showed statistically significant differences in favor of the experimental condition on 8 of 10 variables measured.
Bowman et al. (Wed,) studied this question.