Teacher learning in a context of reciprocal peer coaching = Leren van ervaren docenten in de context van wederkerige collegiale coaching

R.C. Zwart

    Research output: ThesisPhd Thesis 4 Research NOT TU/e / Graduation NOT TU/e)

    Abstract

    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.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Radboud University Nijmegen
    Supervisors/Advisors
    • Bergen, Theo, Promotor
    • Wubbels, Theo H., Promotor, External person
    • Bolhuis, S.M., Promotor, External person
    Award date5 Dec 2007
    Place of PublicationNijmegen
    Publisher
    Print ISBNs978-90-9022421-3
    Publication statusPublished - 2007

    Fingerprint Dive into the research topics of 'Teacher learning in a context of reciprocal peer coaching = Leren van ervaren docenten in de context van wederkerige collegiale coaching'. Together they form a unique fingerprint.

    Cite this