Using Peer Coaching with Preservice Teachers to Develop Reflective Practice and Collegial Support

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Stephanie A. Kurtts, Professor (Creator)
Barbara B. Levin, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: This research describes the impact of learning and practicing peer coaching techniques based on McAllister and Neubert’s (1995) model. The 27 undergraduate elementary education majors who participated in this study were found to have an increased understanding of (a) the importance of developing a reflective stance and (b) the benefits of developing collegial support. It is hoped that beginning teachers who are equipped with these skills will continue to think about their teaching and understand the value of seeking the support of their peers.

Additional Information

Teaching Education, 11(3), 297-310.
Language: English
Date: 2000
Teacher education, Teacher training, Peer coaching, Peer support

Email this document to