Peer coaching : a means of assisting beginning teachers
Date
1989
Authors
George, David Earl
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1989
Abstract
This study was designed to provide important feedback
to the Fort McMurray Catholic School System regarding the
nature and effectiveness of a Pilot Teacher Peer Coaching
Project which has been implemented to make the induction
year a more positive experience for beginning teachers. It
was hoped that the study will contribute to the growing body
of literature on teacher mentorship as a means of providing
support to novice teachers by focussing on the nature,
features and prerequisites of effective peer coaching.
The study focussed on the perceptions, thoughts and
feelings of the nine trained peer coaches regarding the
nature of effective peer coaching, the types of assistance
given by these mentors to beginning teachers, and ways of
making peer coaching projects more effective. The
perceptions of a number of beginning teachers were sought in
order to corroborate the data gathered from the peer
coaches. The first year teache~s were questioned about
their needs as inductees to the profession, the forms of
assistance they received and the effectiveness of that
assistance.
The study was qualitative in nature and attempted to construct meaning from what the peer coaches
expressed about their work with beginning teachers and
what the novice teachers expressed about their year of
induction. Data were collected through structured interviews
using field notes, written surveys, and direct observation.
In general terms, the study found that the peer
coaching pilot project was very effective in making the
induction year more positive and in providing guidance,
counsel and resources to beginning teachers. Furthermore,
the peer coaches indicated that there are a number of
benefits for them as mentors in such an endeavor. The
findings also provide information about the nature and
prerequisites of effective peer coaching, and indicate some
apparent deficiencies in practice which may need to be
addressed to enhance the effectiveness of such work.
Description
92 leaves ; 29 cm.
Keywords
Mentoring in education -- Alberta -- Fort McMurray , Teachers -- In-service training -- Alberta -- Fort McMurray , Peer review -- Alberta -- Fort McMurray , Catholic Church -- Education -- Alberta -- Fort McMurray