TY  - JOUR
AB  - The time available for preservice 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 casual evidence the practice-based module was more effective at developing skills on a range of measures collected in multiple settings, including in student teaching classrooms.
AU  - Cohen, Julie
AU  - Behrman, Jere 
AU  - Jones, Nathan
AU  - Wong, Vivian C.
AU  - Quinn, Alexa
AU  - Erickson, Steffen
AU  - Parten, Hallie
AU  - Pilger Suhr, Marissa
PY  - 2026
ST  - Practice-Based, Online Modules for Expediting Teacher Skill Development
TI  - Practice-Based, Online Modules for Expediting Teacher Skill Development
UR  - http://www.edworkingpapers.com/ai26-1460
ER  -