Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Resource type
Journal Article
Authors/contributors
Title
Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting
Abstract
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
Publication
Early Childhood Education Journal
Volume
45
Issue
4
Pages
461-470
Date
2017-07-01
Journal Abbr
Early Childhood Educ J
Language
en
ISSN
1573-1707
Short Title
Promoting Student–Teacher Interactions
Accessed
17/01/2020, 17:56
Library Catalog
Springer Link
Extra
shortDOI: 10/gbjks7
Citation
Johnson, S. R., Finlon, K. J., Kobak, R., & Izard, C. E. (2017). Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting. Early Childhood Education Journal, 45(4), 461–470. https://doi.org/10.1007/s10643-016-0790-1