Journal article

Critical features of effective coaching for early childhood educators: a review of empirical research literature

C Elek, J Page

Professional Development in Education | Taylor & Francis | Published : 2019

Abstract

There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children’s learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered. This paper outlines the findings of a review of English-language empirical research literature on successful coaching interventions in early childhood education. It identifies critical features of successful coaching, as well as areas warranting further exploration and implications for practice. The comprehensive review, drawing from methods of systematic review and rapid appraisal, co..

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