Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

临床经验是教师预备课程的关键组成部分。在特殊教育教师准备的临床经验中使用的两种基于技术的方法显示出了希望，它们是电子辅导和基于视频的反思。当结合使用作为一种全面的干预措施时，eCoaching和基于视频的反思可以为教师应聘者提供更多的学习机会，以提高循证实践的保真度。因此，我们使用多探针单案例研究设计，通过基于视频的反思研究了eCoaching对特殊教育教师应聘者的使用和目标教师策略的质量以及对重点学生反应的影响。我们发现，三分之二的参与者对目标教师策略的使用有所增加，并提高了参与者实施策略的质量和学生对所有参与者的反应。参与者提高了提供优质机会进行决策和开放式回应的能力。讨论了对研究和实践的意义。