Research on Peer Coaching in Preservice Teacher Education – A Review of Literature

From Section:
Instruction in Teacher Training
May. 10, 2010

This article was published in Teaching and Teacher Education, Vol 26, Issue 4, Author(s): Hsiu-Lien Lu, “Research on Peer Coaching in Preservice Teacher Education – A Review of Literature”, Pages 748-753, Copyright Elsevier (May 2010).
This study reviewed eight studies selected from the ERIC and Education Complete databases covering the years 1997 through 2007.

The goals of this study were two-fold: (i) to identify similarities and differences of peer coaching and (ii) to examine its feasibility and challenges in preservice teacher education.

The four similarities among the studies identified are
(i) study participants,
(ii) coaching relationships,
(iii) coaching duration, and
(iv) coaching strategies.

The differences identified were in relation to the following four areas:
(i) the purposes of peer coaching,
(ii) the nature of the field-based experiences of the programmes,
(iii) the training for peer coaching, and
(iv) the effects of peer coaching.

Peer coaching appears to possess unique advantages and have much value for preservice teacher education.

The article also discusses how barriers to the comprehensive recognition of peer coaching could be eliminated in preservice teacher education.

Updated: Jun. 16, 2021
Coaching | Instruction effectiveness | Peer relationship | Preservice teacher education | Program effectiveness | Reviews of the literature