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Journal of Teacher Education
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Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?

Rosanne C. Zwart

VU University, Amsterdam

Theo Wubbels

Utrecht University, the Netherlands

Theo Bergen

Technical University of Eindhoven, the Netherlands

Sanneke Bolhuis

Fontys University of Applied Science and Radboud University Nijmegen Medical Centre, the Netherlands

In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. To study the associations between five categories of characteristics of a peer coaching context (independent variable) and teacher learning (dependent variable), questionnaire results (quantitative data) and digital diaries (qualitative data) were examined. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy reciprocal peer coaching environment.

Key Words: reciprocal peer coaching • professional development • teacher learning • mixed method

Journal of Teacher Education, Vol. 60, No. 3, 243-257 (2009)
DOI: 10.1177/0022487109336968
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