Search results for: Bolhuis Sanneke

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Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
Authors: Zwart Rosanne, Wubbels Theo, Bergen Theo C. M., Bolhuis Sanneke
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. 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 environment.
Published: 2009
Updated: Sep. 21, 2009
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Experienced teacher learning within the context of reciprocal peer coaching
Authors: Wubbels Theo, Bergen Theo C. M., Bolhuis Sanneke
Reciprocal peer coaching provides teachers with experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. This article studies the learning process of teachers who took part in reciprocal peer coaching using the Model of Teacher Professional Growth as an analytical tool and describes the underlying principles of the model.
Published: 2007
Updated: Mar. 04, 2008