Peer Coach during Field Experiences: Cultivating Teacher Candidates' Peer Feedback and Reflective Practices

Autor/inn/en	Loman, Karen; Nickens, Nicole; Tye, Natalie; Danley, Angela; Snider, Karrie; McCoy, Ann; Diekmann, Susan; Gilbert, Angela
Titel	Peer Coach during Field Experiences: Cultivating Teacher Candidates' Peer Feedback and Reflective Practices
Quelle	In: Journal of Early Childhood Teacher Education, 41 (2020) 1, S.85-99 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2019.1569183
Schlagwörter	Coaching (Performance); Peer Teaching; Feedback (Response); Teacher Educators; Preservice Teachers; Reflective Teaching; Developmentally Appropriate Practices; Preservice Teacher Education; Elementary School Students; Grade 1; Grade 2; Grade 3; Practicums; Public Schools; Young Children + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Entwicklungsbezogene Bildung; Lehramtsstudiengang; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Practicum; Praktikum; Praktika; Public school; Öffentliche Schule; Frühe Kindheit
Abstract	Designing field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01