Hooker, Tracey (2010) Investigation of the benefits of peer coaching for tertiary students: Students supporting students. In: Teacher Education Forum of Aotearoa New Zealand – Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Biennial National Conference, 26-28 October, 2010, Auckland, New Zealand. (Unpublished)
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Abstract or Summary
Objectives or Purposes: The focus of this research is to explore the benefits of a Peer Coaching partnership between Year One and Year Two Tertiary Students completing a Bachelor of Teaching (ECE) at Wintec. The aim is to identify what factors are important in this relationship and how they contribute to tertiary study at Wintec. Research question(s: 1. In what ways are the students supported at tertiary level study when involved in a peer coaching partnership? 2. Did both partners in the peer coaching partnership identify the same benefits? 3. What factors are reported as being important in maintaining peer coaching partnerships? Theoretical Framework: Over the past 25 years peer coaching has become regarded as a powerful tool for developing and maintaining professional relationships and supporting ongoing learning (Barron, Dawson & Yendol-Hoppey, 2009; Fry & Hin, 2006). Peer coaching for the purpose of this study is loosely based on the definition of peer coaching given by Jan Robertson (2005). Robertson presents coaching as “a special, sometimes reciprocal, relationship between (at least) two people who work together to set professional goals and achieve them” (2005, p. 24). . Although Robertson’s (2005) concept of peer coaching is centered on leadership, primarily school Principals coaching each other, I believe the concept can be applied to tertiary students to provide support around all aspects of their tertiary study. As Ladyshewsky (2006) states: When a learner is engaged in a real-life task or problem, and through discussions with another peer becomes aware of a contradiction in his/her knowledge base, the learner experiences a lapse in equilibrium. The learner will initiate strategies to restore equilibrium, for example, by engaging the peer in working together to find a solution that both can accept. This inquiry, which is framed around real-life tasks in problem-based learning, enables the learners to further construct their understanding of the phenomenon under question. p. 69 Methodology / Research Design: Primarily Action Research with some Quantitative aspects. Methods include audio and video taped interviews (Individual and focus groups), surveys and reflective journals. A case study may also be included. Results: Work in progress. To date initial interviews, a focus group interview, a survey and a workshop for participants have been completed. Scholarly Significance of the Study or Work: This study has important implications for outcomes for tertiary students completing their qualification at Wintec and also for future policy development. The researcher will explore what factors seem to be important in enabling students to develop and maintain a peer coaching partnership to help them achieve their goal of gaining a qualification.
|Item Type:||Conference or Workshop Item (Paper)|
|Keywords that describe the item:||Peer Coaching, Tertiary Students, Early Childhood Education|
|Subjects:||L Education > LB Theory and practice of education > LB1139 Early childhood education|
L Education > LB Theory and practice of education > LB2300 Higher Education
|Divisions:||Schools > School of Education|
|Deposited On:||04 Mar 2011 00:46|
|Last Modified:||04 Mar 2011 00:46|
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