The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research questions. Results showed that peer coaching for novice teachers can be an effective way to support novice teachers. Novices, however, must be given time for professional dialogue and paired with a coach with whom they are compatible. Given these conditions, novices use peer coaching for improving and reflecting on their practice.
","abstract_html":"<p> The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research questions. Results showed that peer coaching for novice teachers can be an effective way to support novice teachers. Novices, however, must be given time for professional dialogue and paired with a coach with whom they are compatible. Given these conditions, novices use peer coaching for improving and reflecting on their practice.</p>","abstract_has_math":false,"creators":["Rhodes, Rotonya"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Laurie Brantley-Dias","Dr. Toni Strieker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-07-28T07:00:00Z","date_published":"2017-07-28T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["peer coaching","collaborative inquiry","teacher support","novice teacher","teacher retention","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/15","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Laurie Brantley-Dias","Dr. Toni Strieker"]},{"key":"dc:creator","label":"Author","values":["Rhodes, Rotonya"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-07-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer coaching","collaborative inquiry","teacher support","novice teacher","teacher retention","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/15"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research questions. Results showed that peer coaching for novice teachers can be an effective way to support novice teachers. Novices, however, must be given time for professional dialogue and paired with a coach with whom they are compatible. Given these conditions, novices use peer coaching for improving and reflecting on their practice.
"]},{"key":"dc:title","label":"Title","values":["Supporting Novice Teachers: Peer Coaching and Collaborative Inquiry as Support"]}]}],"canonical_facts":{"dc:contributor":["Dr. Laurie Brantley-Dias","Dr. Toni Strieker"],"dc:creator":["Rhodes, Rotonya"],"dc:date.available":["2017-07-06T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research questions. Results showed that peer coaching for novice teachers can be an effective way to support novice teachers. Novices, however, must be given time for professional dialogue and paired with a coach with whom they are compatible. Given these conditions, novices use peer coaching for improving and reflecting on their practice.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/15"],"dc:subject":["peer coaching","collaborative inquiry","teacher support","novice teacher","teacher retention","Other Teacher Education and Professional Development"],"dc:title":["Supporting Novice Teachers: Peer Coaching and Collaborative Inquiry as Support"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:17Z"}