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Peer coaching as part of a professional development program for science teachers in Botswana
ARTICLE

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International Journal of Educational Development Volume 22, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and mathematics education in Botswana. Teachers in the study organised several peer coaching activities and considered them beneficial. They primarily indicated having learned about general teaching issues while comments referring specifically to the implementation of learner-centred teaching were sparse. It is argued that for peer coaching to be an effective support tool teachers should have a thorough conceptualisation of this innovative approach.

Citation

Thijs, A. & van den Berg, E. (2002). Peer coaching as part of a professional development program for science teachers in Botswana. International Journal of Educational Development, 22(1), 55-68. Elsevier Ltd. Retrieved October 25, 2021 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(00)00078-X

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