Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374788 | Teaching and Teacher Education | 2008 | 21 Pages |
Abstract
Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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Authors
R.C. Zwart, Th. Wubbels, S. Bolhuis, Th.C.M. Bergen,