Peer coaching and pre-service teachers: Examining an underutilised concept
Peer coaching and pre-service teachers: Examining an underutilised concept
复制标题
DOI：
10.1016/j.tate.2009.03.008
复制
发表时间：
2010-02-01
影响因子：
3.9
通讯作者：
Anderson, Kenneth A.
中科院分区：
文献类型：
--
作者：
Britton, Linda R.;Anderson, Kenneth A.
本研究旨在探讨同伴辅导对职前教师课堂实践的影响。四名教师实习生在与同伴一起参加辅导周期之前，学习了同伴辅导的功能和技巧。成对的参与者相互观察课程，收集数据，召开会议。收集了多种形式的数据，分析表明培训是充分的。研究结果表明，同伴指导改变了当前的教学实践，但在不肯定优势的情况下提出改进建议的趋势也很明显。提出了将同伴辅导纳入职前课程的建议。2009爱思唯尔有限公司版权所有。
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. (C) 2009 Elsevier Ltd. All rights reserved.