My Teaching Partner-Secondary: A Video-Based Coaching Model
My Teaching Partner-Secondary: A Video-Based Coaching Model
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DOI：
10.1080/00405841.2016.1260402
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发表时间：
2017-01-01
影响因子：
3.2
通讯作者：
Pianta, R. C.
中科院分区：
文献类型：
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作者：
Gregory, A.;Ruzek, E.;Pianta, R. C.
在我的教学伙伴(MTP)计划中，教练在一个学年内让教师参与6到9个指导周期。在该计划的理论指导下，教练帮助教师反思课堂的情感、组织和教学特征。MTP最初是为学前和早期小学课堂(MTP Pre-K)开发的，但鉴于对初中和高中教师指导模式的需要，本文重点讨论该计划的中学版MTP-中学(MTP-中学-S)。本文介绍了MTP-S的指导理论，以及它与教练周期的关键组成部分之间的关系。然后我们提供了一个简短的研究综述，证明了它在提高成就、促进积极的同伴互动和减少教师纪律实践中的种族差异方面的有效性。我们为未来的研究提供了一些想法，这些研究将有助于推动关于中学有效教练计划的基本组成部分的理论。
In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this article focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given the need for coaching models with middle and high school teachers. The article presents the guiding theory of MTP-S and how it relates to key components of the coaching cycle. We then offer a brief synthesis of research demonstrating its effectiveness in raising achievement, promoting positive peer interactions, and reducing racial disparities in teachers' discipline practices. We provide ideas for future research that would help advance theory on the essential components of effective coaching programs in secondary schools.