Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education

Autor/inn/en	Lammert, Catherine; Tily, Susan Elizabeth
Titel	Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education
Quelle	In: New Educator, 18 (2022) 3, S.201-224 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lammert, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2022.2097753
Schlagwörter	Literacy Education; Coaching (Performance); Peer Teaching; Feedback (Response); Pedagogical Content Knowledge; Teacher Education Programs; Intervention; Preservice Teachers; Teaching Methods; Assignments; Elementary School Students + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung
Abstract	The purpose of this qualitative design-based study was to use peer coaching as an intervention to encourage preservice teachers (PTs) to enact adaptive teaching. Twenty PTs were instructed in the use of a reflective model for peer coaching. Then, co-teaching in pairs, PTs taught using a curricular model requiring adaptiveness, and they provided one another with feedback. Data sources included field observations, assignments, and the PTs' coauthored teaching plans and reflections. Analysis revealed both successes and tensions. Findings show that in the case of two PT pairs (20% of participants) evaluative feedback between peer coaches and imbalances in content knowledge strained their relationships. However, peer coaching was successful for most PT pairs. Implications suggest that appropriately structured peer coaching has curricular, professional, and student affordances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01