Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.
Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.
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DOI：
10.1007/s10643-016-0790-1
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发表时间：
2017-07
影响因子：
2.7
通讯作者：
Izard CE
中科院分区：
文献类型：
--
作者：
Johnson SR;Finlon KJ;Kobak R;Izard CE
同侪辅导提供了一个有吸引力的替代传统的专业发展，以促进课堂质量在一个可持续的，具有成本效益的方式，通过创建一个合作的教学社区。本探索性研究描述了同事观察和教练（教练）计划，旨在提高教师的有效性，提高课堂质量在学前教育的开端设置同伴教练计划的发展和评估。教练计划包括一个关于教练技能和师生互动的培训讲习班，六个同伴教练会议和三个中心会议。使用课堂评估评分系统对分配给同伴辅导的12个教室进行了事后情感支持、课堂组织和教学支持的观察，并与基线和干预后的12个对照教室进行了比较。研究结果提供初步的支持，同伴指导计划被认为是可接受的和可行的参与幼儿教师，它可以加强师生互动。进一步的程序细化和评估，更大的样本，需要加强师生互动，并最终，儿童的适应性发展。
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
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