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Effect of peer coaching on teachers’ practice and their students’ scientific competencies
Hsieh, Fu-Pei Lin, Huann-shyang Liu, Shu-Chiu Tsai, Chun-Yen
Hsieh, Fu-Pei
Lin, Huann-shyang
Liu, Shu-Chiu
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.
Keywords
peer coaching, scientific competencies, scientific literacy, teacher practice
Date
2019
Type
Journal article
Journal
Research in Science Education
Book
Volume
Issue
Page Range
1-24
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled