Effects of peer coaching on the acquisition of Direct Instruction skills by low-performing preservice teachers

Research areas:

• Uncategorized

Year:

1994

Subtype:

Article

Keywords:

Reading Mastery, Spelling Mastery, pre-service teachers, peer-coaching

Authors:

Morgan, R.; Menlove, R.; Salzberg, C.; Hudson, P.

Source:

The Journal of Special Education

Design type:

Single Subject

Fidelity monitored:

Yes

Other tags:

Reading Mastery, Spelling Mastery, pre-service teachers, peer-coaching

Location/Setting:

Elementary School

Abstract:

This study examined effects of peer-coaching on low-performing pre-service teachers’ Direct Instruction skill acquisition. All pre-service teachers were enrolled in a practicum course on Direct Instruction techniques, and peer coaches were selected based on their superior performance in the practicum during the previous college quarter. Coaches evaluated videotapes of pre-service teacher performance, met individually with trainees, assisted teachers in self-evaluating, provided feedback about teaching strengths and weaknesses, set goals for trainees to improve skills, and graded teachers’ performance periodically. Results indicate that pre-service teachers’ Direct Instruction teaching behaviors improved after receiving peer-coaching; additionally, two of the five teachers were able to independently apply these behaviors to another content area (i.e. Spelling Mastery). (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Comments:

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