Peer Coaching in a Preservice Special Education Program

Abstract

One strategy to enhance supervision of preservice teacher trainees is on-site observation and feedback from another trainee, or peer coach. In this study, the effects of peer coaching were examined with five teacher trainees who were having difficulty learning the required instruction skills in their practica. Peer coaches provided immediatefeedback to trainees on teaching behaviors during reading instruction. They also summarized trainees' performance at the end of reading sessions. Effects of peer coaching were analyzed in a multiple baseline experimental design across trainees. Results indicated that effective teaching behaviors increased and ineffective teaching behaviors decreased with peer coaching for all five trainees. Also, effects generalized to math instruction. The potential uses of peers as coaches in preservice teacher education are discussed.

Get full access to this article

View all access options for this article.

References

Barlow, D.H. , & Hersen, M. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). New York: Pergamon Press.

Baumgart, D. , & Ferguson, L. (1991). Personnel preparation: Directions for the next decade. In L. Meyer , C. Peck , and L. Brown (Eds.), Critical Issues in the lives of persons with disabilities (pp. 313-352). Baltimore, MD: Paul H. Brookes.

Cobb, H.B. , & Powers, A.R. (1983). Perceptions of the quality of student teaching supervision. Teacher Education and Special Education, 6, 131-136.

Croll, P. (1986). Systematic classroom observation. London: The Falmer Press.

Englert, C.S. , & Sugai, G. (1983). Teacher training: Improving trainee performance through peer observation and observation system technology. Teacher Education and Special Education, 6, 7-17.

Henderson, H.S. , & Erken, N.F. (1989). Reading mastery program. Bellevue, WA: Edmark Press.

Hindman, S.E. , & Polsgrove, L. (1988). Differential effects of feedback on preservice teacher behaviors. Teacher Education and Special Education , 11, 25-29.

Johnson, L.J. (1987). The role of the university supervisor: Perceptions of practicum students. Teacher Education and Special Education , 10, 120-125.

Joyce, B.R. , & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37, 379-385.

10.

McRel. (1984-85, Winter). Coaching: A powerful strategy for improving staff development and inservice education . Noteworthy, 40-46.

11.

Peterson, S.K. , & Hudson, P.J. (1989). Coaching: A strategy to enhance pre-service teacher behaviors. Teacher Education and Special Education, 12, 55-60.

12.

Robinson, V. , & Swanton, C. (1980). The generalization of behavioral teacher training . Review of Educational Research, 50, 486-498.

13.

Rolider, A. , McNeil-Pierce, M. , Van Houten, R. , Molcho, M. , & Ylevitch, L. (1985). The effects of a comprehensive feedback component on the preparation of preservice educators. Teacher Education and Special Education, 8, 17-24.

14.

Rule, S. (1972). A comparison of three different types of feedback on teacher's performance. In G. Semb (Ed.)., Behavior analysis and education (pp. 278-290). Lawrence, KS: University of Kansas.

15.

Scott, W.A. (1955). Reliability of content analysis: The case of nominal coding. Public Opinion Quarterly, 19, 321-325.

16.

Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Center for Educational Policy and Management.

17.

Sparks, G.M. , & Bruder, S. (1987). Before and after peer coaching. Educational Leadership, 45(3), 54-57.

18.

Welch, M. , & Kukic, S. (1988). Utah's response to critical issues and needs: An experimental field-based preparation program for teachers of mild to moderately handicapped students. Teacher Education and Special Education , 11, 172-175.