Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?

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Learning outcomes of teacher professional development activities: a meta-study (2017, background): “For instance Meirink (2007) and Zwart et al. (2008, 2009) both studied teacher learning in a reform in the Netherlands about implementing active, self-regulated student learning in secondary education and Vincent and Jones (2008) who studied the implementation of interactive white boards.”
The Gradual Increase of Responsibility Model: Coaching for Teacher Change (2012, background): “Zwartz, Wubbels, Bergen, and Bolhuis (2009) described the role of coaches in this process, finding that “discussion of knowledge, beliefs, or experiences during coaching conferences may elicit changes in teacher cognitions” (p.”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “In this respect, it is possible that practical constraints prevent teachers from actively observing their colleagues, but that they compensate by talking about their classroom experiences or other educational matters (Zwart et al., 2009).”
Teachers’ professional development: a theoretical review (2012, background): “A study of 28 secondary school teachers conducted by Dutch researchers (Zwart et al. 2009) shows that paired co-operation between teachers may have beneficial rewards for their learning.”