Teacher Candidates’ Perceptions of digiCOACH: Technology-Enhanced Coaching in Special Education Teacher Preparation
Technology-supported coaching may provide teacher preparation programs with opportunities to deliver timely, individualized feedback during field-based experiences. This descriptive survey study examined special education teacher candidates’ perceptions and experiences of digiCOACH, a digital platform used to support observation, feedback, and coaching during student teaching and internship experiences. A survey was distributed to 271 current and former teacher candidates enrolled in special education credential programs at a public university; 30 candidates responded (11% response rate). The six-item survey included questions about candidates’ use and perceived helpfulness of supervisor feedback, digiCOACH data, coaching strategies and tips, and the platform overall. Descriptive findings indicated that most respondents perceived supervisor feedback and coaching supports delivered through digiCOACH positively. Open-ended responses similarly highlighted the value of supervisor feedback while identifying challenges related to platform usability, navigation, and the need for additional orientation and training. Findings provide preliminary information about teacher candidates’ experiences with technology-supported coaching and suggest considerations for integrating digital feedback platforms into special education teacher preparation. The small sample and low response rate limit the generalizability of the findings and preclude conclusions about effects on instructional practice, student outcomes, or teacher retention.
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