부산대학교 도서관

This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Peer coaches included a participant-selected teacher or a director-selected teacher; program administrators also provided coaching. A one-page coaching form included columns to document the coaches' observations and notes on teacher strengths and suggestions for improvement. Reflection forms, completed by teachers following coaching, captured perceptions about the coaching process. Results suggested that, compared to other coaches, administrators were most likely to provide specific feedback to teachers. Teachers were most comfortable being observed by a self-selected peer coach and most comfortable receiving feedback from a director-selected peer coach. Participants shared perceived benefits of and challenges to engaging in the peer coaching process. Findings and implications for program-level peer coaching initiatives are discussed. [ABSTRACT FROM AUTHOR]