Research on Peer Coaching in Preservice Teacher Education--A Review of Literature.
By Hsiu-Lien Lu. 2010
161 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/2178c9d329b441333dd1b23d806782a0570bbef9
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In Education
- Mary T. Brownell
- P. D. den Brok
- Marieke Thurlings
- Sadiq Abdulwahed Ahmed Ismail
- S. Mok
- P. Sindelar
- Melinda M. Leko
- Fritz C. Staub
Citations in the corpus
- Learning outcomes of teacher professional development activities: a meta-study (2017, background): “Moreover, former literature reviews focussed on one specific type of PTPD activities and on in-service or student teachers (e.g. Ackland 1991; Desimone 2009; Lu 2010; Van Veen, Zwart, and Meirink 2012).”
- Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “Lu (2010) reviewed studies of peer coaching since 1997 and found it can improve preservice teachers’ (a) reflective capabilities, (b) instructional skills, and (c) professionalism, while also serving as a mechanism to provide affective support.”
- Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, methodology): “A review by Lu (2010) showed that many qualitative studies support the effectiveness of peer coaching for PSTs' instructional skills, but quantitative results are scarce.”
- Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program (2011, background): “The place of microteaching in teacher education programs has been examined for a number of years by researchers in different parts of the globe (Fernandez, 2010; Lu, 2010; Ogeyik, 2009, Seferoglu, 2006; Subramaniam, 2006; Amobi, 2005; Akalin, 2005; Higgins and Nicholl, 2003; Wilkinson, 1996).”
- How can Coaching Make a Positive Impact Within Educational Settings (2013, background): “Peer coaching, both expert coaching and reciprocal coaching, are also an effective way to develop pre-service teachers (Lu, 2010).”