A Longitudinal Examination of Peer Coaching in the Preservice Teaching Experience

• In Event: 52.084 - Roundtable Session 18
  In Roundtable Session: 52.084-23 - Teacher Supervision and Evaluation: Perspectives and Practices

Abstract

This study utilizes a longitudinal case study design to investigate the effects of a peer-coaching model on the development of teaching practice in preservice teachers. Students in a foreign language methods course implemented the peer coaching model, and then again during their student teaching experience. This paper documents the impact of peer coaching on the development of teaching expertise for the preservice teacher participants. Preservice teacher self-reflections, video clips and performance assessments are among the data that have been collected and analyzed. A preliminary finding is that the peer process, when developed and implemented early in the preservice program of courses, prepares students for the student teaching experience and fosters the development of effective teaching practices.

Authors

• Susan S. Sullivan, College of Staten Island - CUNY

• Vivian Shulman, College of Staten Island - CUNY