Peer Coaching as a Model for Professional Development in the Elementary Mathematics Context: Challenges, Needs and Rewards

Autor/in	Jao, Limin
Titel	Peer Coaching as a Model for Professional Development in the Elementary Mathematics Context: Challenges, Needs and Rewards
Quelle	In: Policy Futures in Education, 11 (2013) 3, S.290-297 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2013.11.3.290
Schlagwörter	Foreign Countries; Coaching (Performance); Mathematics Teachers; Elementary School Teachers; Faculty Development; Mathematics Education; Elementary School Mathematics; Grade 3; Grade 1; Case Studies; Interviews; Observation; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mathematische Bildung; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Kanada
Abstract	As our knowledge about education continues to change, educators must refine and redefine their beliefs and teaching practices through professional development. In the peer coaching model of professional development, both participants have a chance to reflect on what they observe and on their own teaching practices. This reciprocal gain is one of the major benefits of peer coaching. This study examined the experiences of elementary mathematics teachers engaging in a peer coaching model of professional development. A Grade 1 and a Grade 3 teacher in Western Canada act as the participants in this case study and qualitative data were gathered from teacher interviews and observations of peer coaching sessions. Each teacher selected two dimensions from the Ten Dimensions framework for professional growth. This framework allows teachers to focus on the areas of teaching practices that generate higher levels of student achievement. The findings focus on three major areas, highlighting: (1) the fact that resources are needed to support the peer coaching process; (2) the challenges of peer coaching; and (3) the benefits of peer coaching. Overall, participants valued the peer coaching process and declared its collaborative nature as the greatest benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10