000			02039nam a22002777a 4500
003			ZW-GwMSU
005			20241001104340.0
008			241001b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aZwart, Rosanne _eauthor
245	1	0	_aWhich characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students?/ _ccreated by Rosanne C. Zwart, Theo Wubbels, Theo Bergen and Sanneke Bolhuis
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 3
520	3		_aIn 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.
650			_aReciprocal peer coaching _vProfessional development _xTeacher learning
700	1		_aWubbels Theo _eco author
700	1		_aBergen Theo C. M. _eco author
700	1		_aBolhuis Sanneke _eco author
856			_uhttps://doi.org/10.1177/0022487109336968
942			_2lcc _cJA
999			_c167449 _d167449