Teacher learning through reciprocal peer coaching :an analysis of activity sequences

R.C. Zwart, Th. Wubbels, S.M Bolhuis, T.C.M. Bergen

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    69 Citations (Scopus)
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    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.
    Original languageEnglish
    Pages (from-to)982-1002
    Number of pages21
    JournalTeaching and Teacher Education
    Issue number4
    Publication statusPublished - 2008


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