Practice-Based, Online Modules for Expediting Teacher Skill Development

The time available for pre-service teacher education is increasingly limited. Teacher preparation programs must find innovative ways to develop teachers’ skills within contracted timeframes. One approach is to cover content with online modules. However, most modules teach about skills but do not provide opportunities to practice doing the skills. In this study, we randomly assigned 149 teachers to one of two approaches to online modules: (1) the “business-as-usual” module of readings and reflection questions about skills and (2) a “practice-based” module including simulated practice sessions with coaching. We provide causal evidence that the practice-based module was more effective at developing skills on a range of measures collected in multiple settings, including in student teaching classrooms.