A literature review on peer coaching between student teachers : effects and factors

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

A former literature review (Lu, 2010) explored similarities and differences between peer coaching programs for student teachers. The recent literature review aims to update and expand the findings of Lu’s (2010) review by focusing on the questions: what effects can be achieved through peer coaching between student teachers, and which factors influence the success of peer coaching between teachers. By analyzing and synthesizing 20 publications and 17 data-sets, we reveal that peer coaching has positive effects on student teachers’ knowledge, attitudes, teaching, and their pupils. Trust is a prerequisite for the success of peer coaching as well as constructive feedback. The success of peer coaching can be enhanced with video recordings of lessons. Time and support of the environment are also important.
Original languageEnglish
Title of host publicationPresentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece
Pages308-308
Publication statusPublished - 2015
Event16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015) - Limassol, Cyprus
Duration: 25 Aug 201529 Aug 2015
Conference number: 16
http://www.earli2015.org/

Conference

Conference16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015)
Abbreviated titleEARLI 2015
CountryCyprus
CityLimassol
Period25/08/1529/08/15
Other“Towards a Reflective Society: Synergies between Learning, Teaching and Research”
Internet address

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Cite this

Thurlings, M. C. G., & Brok, den, P. J. (2015). A literature review on peer coaching between student teachers : effects and factors. In Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece (pp. 308-308)
Thurlings, M.C.G. ; Brok, den, P.J. / A literature review on peer coaching between student teachers : effects and factors. Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece. 2015. pp. 308-308
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abstract = "A former literature review (Lu, 2010) explored similarities and differences between peer coaching programs for student teachers. The recent literature review aims to update and expand the findings of Lu’s (2010) review by focusing on the questions: what effects can be achieved through peer coaching between student teachers, and which factors influence the success of peer coaching between teachers. By analyzing and synthesizing 20 publications and 17 data-sets, we reveal that peer coaching has positive effects on student teachers’ knowledge, attitudes, teaching, and their pupils. Trust is a prerequisite for the success of peer coaching as well as constructive feedback. The success of peer coaching can be enhanced with video recordings of lessons. Time and support of the environment are also important.",
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Thurlings, MCG & Brok, den, PJ 2015, A literature review on peer coaching between student teachers : effects and factors. in Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece. pp. 308-308, 16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015), Limassol, Cyprus, 25/08/15.

A literature review on peer coaching between student teachers : effects and factors. / Thurlings, M.C.G.; Brok, den, P.J.

Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece. 2015. p. 308-308.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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Thurlings MCG, Brok, den PJ. A literature review on peer coaching between student teachers : effects and factors. In Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece. 2015. p. 308-308