You are here:

Teacher learning through reciprocal peer coaching: An analysis of activity sequences
ARTICLE

, , ,

TATE Volume 24, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.

Citation

Zwart, R.C., Wubbels, T., Bolhuis, S. & Bergen, T.C.M. (2008). Teacher learning through reciprocal peer coaching: An analysis of activity sequences. Teaching and Teacher Education: An International Journal of Research and Studies, 24(4), 982-1002. Elsevier Ltd. Retrieved May 26, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.11.003

Keywords