Peer Coaching and Pre-Service Teachers: Examining an Underutilised Concept

Autor/inn/en	Britton, Linda R.; Anderson, Kenneth A.
Titel	Peer Coaching and Pre-Service Teachers: Examining an Underutilised Concept
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 2, S.306-314 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.03.008
Schlagwörter	Teacher Interns; Teaching Methods; Coaching (Performance); Peer Teaching; Educational Practices; Classroom Techniques; Teacher Education Programs; Instructional Effectiveness; Preservice Teacher Education; Concept Formation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Bildungspraxis; Klassenführung; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Concept learning; Begriffsbildung
Abstract	The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Pairs of participants reciprocally observed classes, collected data, and held conferences. Multiple forms of data were collected and analyses reveal that training was adequate. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident. Recommendations for integrating peer coaching in the pre-service curriculum are provided. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10