Supporting Novice Teachers: Peer Coaching and Collaborative Inquiry as Support

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2017

Author dc:creator

• Rhodes, Rotonya

Contributors dc:contributor

• Dr. Laurie Brantley-Dias
• Dr. Toni Strieker

• peer coaching
• collaborative inquiry
• teacher support
• novice teacher
• teacher retention
• Other Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/15

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1016