The findings of the study indicated that both course-based and coaching-based professional development interventions led to positive changes in teacher-student interaction related outcomes. The combination of the two approaches, however, did not yield additional benefits. Specifically, in relation to the control condition, the course-based professional development intervention found a modest yet enduring positive impact on teachers’ knowledge about and ability to identify effective classroom interactions, and the coaching intervention had a small effect on children’s positive engagement with teachers. Furthermore, both the course-based and coaching-based professional development interventions were beneficial for fostering instructionally supportive teacher-student interactions, with coaching-based intervention exhibiting greater impact as compared to course-based intervention.
Source: Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C., LaParo, K., & Scott-Little, C. (2024). Coaching and coursework focused on teacher–child interactions during language/literacy instruction: Effects on teacher outcomes and children’s classroom engagement. Early Education and Development, 0(0), 1–31. https://doi.org/10.1080/10409289.2024.2303604