TY  - BOOK
AU  - Zwart,Rosanne
AU  - Wubbels Theo
AU  - Bergen Theo C.M.
AU  - Bolhuis Sanneke
TI  - Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students?
SN  - 00224871
AV  - LB1738 JOU 
PY  - 2009///
CY  - Thousand Oaks
PB  - Sage
KW  - Reciprocal peer coaching
KW  - Professional development
KW  - Teacher learning
N2  - In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. To study the associations between five categories of characteristics of a peer coaching context (independent variable) and teacher learning (dependent variable), questionnaire results (quantitative data) and digital diaries (qualitative data) were examined. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy reciprocal peer coaching environment
UR  - https://doi.org/10.1177/0022487109336968
ER  -