This dissertation specifically addresses teacher learning within the context of reciprocal peer coaching and contributes to the discussion of how cognition and behaviour can change as a result of reciprocal peer coaching. The emotional aspects of teacher learning are also addressed. The methodological relevance of this thesis is that it contributes to the development of ways to study the workplace learning of teachers. Important conclusions are that collegial coaching promotes teachers to ‘translate’ working activities to learning activities. Moreover, the study shows that external stimuli ‘trigger’ teacher learning and that the sequences of learning activities depend upon the situation teachers find themselves.
|Qualification||Doctor of Philosophy|
|Award date||5 Dec 2007|
|Place of Publication||Nijmegen|
|Publication status||Published - 2007|