This research investigates how students are supported at tertiary level when involved in peer coaching partnerships and whether both partners identify the same benefits. The study used a mixed methods case study and narrative inquiry approach and is located in the tertiary education sector in New Zealand where a group of student teachers studying on a field-based initial teacher education programme were about to set out on and undertake a peer coaching journey. The factors which the participants reported as important to maintain successful peer coaching partnerships are also examined.
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