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Peer coaching: To what extent can it support the development of professional attributes required to be a teacher?

Matthews, Brian; Prince, Tiffany and Snowden, Emma. 2009. Peer coaching: To what extent can it support the development of professional attributes required to be a teacher? London International Conference on Education and published in conference proceedings., pp. 123-129. [Article]

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Abstract or Description

Students on a science PGCE course were introduced to peer coaching. This article describes the structures developed to enhance student teachers’ professional attributes and then reports the results. The students were given questionnaires to ascertain to what extent they felt they had developed their professional attributes as a result of being involved in peer coaching. The questionnaire design provided both qualitative and quantitative data. The evidence indicates that the peer coaching procedures had a positive impact on student teachers’ professional development. Data was analysed and has been used to draw conclusions to inform peer coaching in an education setting.

Item Type:

Article

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
November 2009Published

Item ID:

6571

Date Deposited:

05 Mar 2012 10:04

Last Modified:

09 Jul 2018 11:24

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/6571

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