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<p>Coaching is increasingly recognized as a promising strategy for strengthening early childhood (EC) professional preparation for students by offering feedback, guided practice, and problem-solving (Artman-Meeker et al., 2015; Elek &amp; Page, 2019). Despite evidence linking coaching to improvements in instructional quality and teacher self-efficacy, preservice programs often fall short in preparing candidates for the complex demands of today’s early learning environments. This scoping review examined how coaching is conceptualized and implemented within U.S.-based preservice EC professional preparation programs. Guided by established scoping review methodology and reporting guidelines, we developed a 12-domain analytic framework based on prior syntheses of in-service coaching. Nineteen empirical studies met the inclusion criteria. Coaching was most often defined as observation and feedback, though conceptual grounding, dosage, and fidelity reporting varied. Relational elements such as trust, collaboration, and reflection were less systematically addressed in existing studies. Findings highlight the need for clearer frameworks that enhance procedural, dosage, fidelity, and relational dimensions to enhance the quality of EC professional preparation and better prepare future educators to meet the diverse needs of young children and families.</p>

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Coaching in Early Childhood Pre-Service Preparation Programs: A Scoping Review

  • 期刊论文

  • 发表日期：

    2026年6月18日

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  • Peji Kwajaleine A. Romo,
  • Oluwatobi Mogbojuri,
  • Michelle Hoover,
  • Ayaka Kobayashi,
  • Jacqueline Lopez,
  • Bridget A. Walsh,
  • Ann Medaille

摘要

Coaching is increasingly recognized as a promising strategy for strengthening early childhood (EC) professional preparation for students by offering feedback, guided practice, and problem-solving (Artman-Meeker et al., 2015; Elek & Page, 2019). Despite evidence linking coaching to improvements in instructional quality and teacher self-efficacy, preservice programs often fall short in preparing candidates for the complex demands of today’s early learning environments. This scoping review examined how coaching is conceptualized and implemented within U.S.-based preservice EC professional preparation programs. Guided by established scoping review methodology and reporting guidelines, we developed a 12-domain analytic framework based on prior syntheses of in-service coaching. Nineteen empirical studies met the inclusion criteria. Coaching was most often defined as observation and feedback, though conceptual grounding, dosage, and fidelity reporting varied. Relational elements such as trust, collaboration, and reflection were less systematically addressed in existing studies. Findings highlight the need for clearer frameworks that enhance procedural, dosage, fidelity, and relational dimensions to enhance the quality of EC professional preparation and better prepare future educators to meet the diverse needs of young children and families.