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Utilising Peer Coaching as a Tool to Improve Student-Teacher Confidence and Support the Development of Classroom Practice.

Prince, Tiffany; Snowden, Emma and Matthews, Brian. 2010. Utilising Peer Coaching as a Tool to Improve Student-Teacher Confidence and Support the Development of Classroom Practice. Literacy Information and Computer Education Journal (LICEJ), 1(1), pp. 49-51. [Article]

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Abstract or Description

Teaching is a profession that requires a variety of skills and attributes that can be used to improve classroom practice. This research used peer coaching to help support the development of skills through dialogue and discussion. The research group were PGCE Science Students training to become teachers in the UK. They were introduced to peer coaching during the course. This article describes the structures developed to enable students to coach each other and thus enhance their development. The students were given questionnaires to ascertain to what extent they felt they had developed their skills 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 partially because it helped develop their confidence as a classroom practitioner and also
because it equipped them with strategies to support them during their school practice. Datawas 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
March 2010Published

Item ID:

6572

Date Deposited:

05 Mar 2012 09:49

Last Modified:

09 Jul 2018 16:06

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/6572

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