Developing Reflection and Teaching through Peer Coaching.

Autor/in	Harlin, Rebecca P.
Institution	Association for Childhood Education International, Olney, MD.
Titel	Developing Reflection and Teaching through Peer Coaching.
Quelle	1 (2000) 1, (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Elementary Secondary Education; Feedback; Higher Education; Mentors; Preservice Teacher Education; Reflective Teaching; Student Teacher Attitudes; Student Teachers; Student Teaching; Teacher Collaboration + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerkooperation
Abstract	This newsletter highlights the development of reflection and teaching skills in preservice teachers via peer coaching. Peer coaching in preservice programs can serve as an induction program, while with experienced teachers it can serve as professional development. Research suggests that peer coaching contributes to the development of effective teachers. Preservice peer coaching can occur in two ways--either coaching by experts or reciprocal coaching. In reciprocal coaching, two student teachers are randomly paired in their field setting and take turns coaching and being coached. Peer coaching can also be conducted during the earlier stages of the professional development course sequence by emphasizing one set of strategies and incorporating peer coaching experiences designed on a smaller scale. The context for the teaching and coaching episodes is usually limited to individual children or small groups. One school of education's experience showed that learning reciprocal peer coaching during the course successfully promoted student teachers' reflection, improved their questioning techniques, and enhanced their enthusiasm and attention to students. It afforded them an opportunity to match their behaviors to the desired behaviors and to receive non-evaluative feedback as needed. They also developed communication skills for giving and receiving feedback. (Contains 16 references.) (SM)
Anmerkungen	Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC