Effect of peer coaching on teachers’ practice and their students’ scientific competencies

Journal article

Hsieh, Fu-Pei, Lin, Huann-shyang, Liu, Shu-Chiu and Tsai, Chun-Yen. (2019). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education. https://doi.org/10.1007/s11165-019-9839-7
AuthorsHsieh, Fu-Pei, Lin, Huann-shyang, Liu, Shu-Chiu and Tsai, Chun-Yen
Abstract

This study aimed to explore the effect of peer coaching on science teachers’ practice and their students’ scientific competencies. The mixed method approach and static group comparison design were adopted. The participants in this study consisted of four science teachers and 132 high school students. The results showed that the students in the peer-coached group teachers’ classes demonstrated more positive perceptions of their teachers’ teaching practice than those in the comparison group. The students in the peer-coached group teachers’ classes outperformed their counterparts in terms of their scientific competencies. From the teachers’ perception, peer coaching workshops encouraged them to use science literacy-based instruction and improve their assessment knowledge. These workshops also guided them to carry out reflections and provided them with the support and opportunities for interactions. These results indicated that the peer coaching model may improve science teachers’ teaching practice and their students’ scientific competencies.

Keywordspeer coaching; scientific competencies; scientific literacy; teacher practice
Year2019
JournalResearch in Science Education
PublisherSpringer Netherlands
ISSN0157-244X
Digital Object Identifier (DOI)https://doi.org/10.1007/s11165-019-9839-7
Scopus EID2-s2.0-85064667177
Page range1 - 24
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
EditorsA. Fitzgerald and K. Nichols
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