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

Thijs, Annette; Berg, Ellen van den

doi:10.1016/s0738-0593(00)00078-x

Cited by 24 publications

(29 citation statements)

References 4 publications

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“…Accordingly, we might suppose that the technical advice given to the teachers during the peer sessions was based on a deeper understanding of their practice as a result of the collaborative reflections. This is in line with suggestions from the literature that social interactions promote reflection and the sharing of ideas and thereby help professionals improve and refine their functioning (Ackland, 1991;Joyce and Showers, 1995;Gallacher, 1997;Thijs and Van den Berg, 2002). However, it was interesting to see the teacher trainer playing a prominent role by 'guiding' and subtly directing the teachers towards a certain way of thinking or a solution that was mentioned earlier but largely ignored.…”

Section: Reactasupporting

confidence: 78%

“…Exchanging experiences and ideas with others is considered essential for enhancing quality of reflection (Hatton and Smith, 1995;Bereiter, 2002). Meeting with colleagues is a popular way of sharing experiences and ideas (Ackland, 1991;Joyce and Showers, 1995;Gallacher, 1997;Thijs and Van den Berg, 2002). Such peer meetings allow participants to talk about and improve their teaching.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Tigelaar

Dolmans

Meijer

et al. 2006

Adv in Health Sci Educ

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Abstract. Teachers' reflections are often narrowly focused on technical questions ('how to') and less on the underlying moral, political and emotional aspects of their functioning. However, for a better understanding of teaching practice it is important to uncover beliefs and values that usually remain implicit. Meeting with others is considered crucial for enhancing the quality of teachers' reflections. However, little is known about how any beneficial effects of such meetings are brought about. We explored the relationship between medical teachers' interactions and collaborative reflection processes during peer meetings. Five experienced teachers and a teacher trainer participated in the study. Three peer meetings were videotaped and transcribed. Teachers' interactions and collaborative reflective processes were analysed. The interactions promoted reflection not only on technical questions but also on moral, political, and emotional issues. 'Guiding/directing', 'proposing an alternative' and 'exploring an alternative' appeared to be the principal interactions. The results may be useful for teachers and trainers who are considering organising and/or improving peer meetings.

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Section: Reactasupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Tigelaar

Dolmans

Meijer

et al. 2006

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…The initiation of collaboration among student teachers appears to be related to an improved use of the proposed innovation in practice, i.e. the new teaching strategy tends to be used more frequently and with greater competence (Thijs and van den Berg 2002). Future research should also investigate whether a higher implementation degree of CL also influences the learning preferences of students.…”

Section: Ruys Et Almentioning

confidence: 97%

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

Ruys

Keer

Aelterman

2010

Educational Studies

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“…In 82% of all studies, 146 sequential outcomes were found that began in the external, intervention related domain (Table 2); the remaining 18% of studies had revealed direct learning outcomes only. For example, teachers involved in peer coaching said these discussions were beneficial as they helped them to gain insights into their colleagues' views of teaching (Thijs and Van den Berg 2002). In such instances, the personal domain was influenced through Table 1.…”

Section: Meta-data Analysismentioning

confidence: 99%

Learning outcomes of teacher professional development activities: a meta-study

Thurlings

Brok

2017

Educational Review

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Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a metastudy approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.Teacher professional development (TPD) is considered to be an important approach for the improvement of quality of education (Borko and Putnam 1995;Coe et al. 2014;Desimone 2009;Hattie 2009). Many studies have explored what characteristics make TPD effective and concluded that TPD should focus on developing subject matter knowledge as well as pedagogical content knowledge, hold active and inquiry-based activities, span over a larger time period, and that teachers should work together with their colleagues (Desimone 2009;Putnam and Borko 2000;Van Veen, Zwart, and Meirink 2012). Examples of TPD wherein teachers learn with their colleagues are peer coaching (Ackland 1991) and communities of practice (Lave and Wenger 1991;Wenger 1998). In this article, we call such activities peer teacher professional development (PTPD) activities, and we will report on a review study that focussed on the learning outcomes of (student) teachers as a result of participating in such activities.In this review study, a variety of PTPD activities are combined into a comprehensive overview. On a conceptual level and based on different functions of the activities (e.g. Little 1990) and group size, we distinguish three different types of PTPD activities: (a) coaching, wherein individuals support another individual, reciprocal or non-reciprocal, in achieving individual goals (e.g. peer coaching, peer feedback); (b) collaborating, wherein larger groups this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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

Cited by 24 publications

References 4 publications

Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Teachers’ Interactions and their Collaborative Reflection Processes during Peer Meetings

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

Learning outcomes of teacher professional development activities: a meta-study

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