Open Access Thesis
The purpose of this study was to investigate the impact of peer coaching on peer relationships and the distribution of knowledge in pre-service teachers. The increasing prevalence of teacher attrition in schools across the nation provides rationale for investigating potential avenues in combating this issue (Ingersoll, 2003). Increasing support and reducing teacher isolation are two important goals in peer coaching processes (Kurtts & Levin, 2000). This qualitative study was conducted using a single-case study research design. Pre-service teachers enrolled in an undergraduate advanced literacy practices course within an after-school literacy clinic setting were the participants of this study. Participants learned about peer coaching and participated in simulated training before engaging as peer coaches. Triads of pre-service teachers collaborated to implement a series of small group guided reading lessons and coached one another in the experience. Survey data, written reflections, videotaped conferencing conversations and lessons, and focus group interviews were collected and analyzed. Analysis of the data revealed that pre-service teachers in this experience placed significant emphasis on student and teaching outcomes, reflection to improve and affirm instruction and practice, and the relationships with colleagues. Significant insights related to the relationships between pre-service teachers and the affirmation and alteration of practice are also revealed. Further recommendations for implementation of a peer coaching process as well as future directions for research are illuminated.
Date of Award
Master of Arts in Education
Department of Curriculum and Instruction
Sarah Vander Zanden
1 PDF file (vii, 176 pages)
©2017 - Kelsey J. Bowers
Bowers, Kelsey J., "The impact of peer coaching on peer relationships and the distribution of knowledge in pre-service teachers" (2017). Electronic Theses and Dissertations. 428.