The COPRA project is a bi-national research project jointly conducted by the Universities of Zurich, Bern, Kassel and Bamberg in cooperation with the Zurich University of Teacher Education. The aim of the project is to investigate the implementation and effectiveness of various support systems and tools for the teaching practicum. The project is funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG).
The study will be conducted with over 200 student teachers. During their teaching practicum, they will receive either the traditional support (support “as usual”) offered by their institution (control group) or one of three different support systems and tools (intervention groups). Specifically, student teachers are coached either by cooperating teachers or by other student teachers (peer coaching) on the basis of Content-Focused Coaching (cf. Staub 2015), or they receive only subject-specific teaching materials. The study aims to examine the effectiveness of the interventions with regard to the coaching process, student teachers’ experiences during the teaching practicum (e.g., perceived self-efficacy of the students during teaching), student teachers’ learning outcomes (e.g. increased competence in lesson planning) and with regard to the learning outcomes of the classes taught (i.e., learning in a field of written argumentation).
Further information on the research project can be found under "About COPRA".
Staub, F. C., West, L., & Bickel, D. (2003). What is Content-Focused Coaching? In L. West & F. C. Staub (Eds.), Content-Focused Coaching, Transforming mathematic lessons (pp. 1-17). Portsmouth, NH: Heinemann.