Date

2014

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Research suggests when professional development includes instructional coaching, teachers become more confident in their ability to implement a new strategy. This action research project monitored teachers’ beliefs in their professional selves, known as teacher efficacy, as a result of academic coaching using a peer coaching model. Teachers were surveyed, interviewed, and they kept notes, reflecting on their implementation of new Common Core instructional practices following initial professional development with peer coaching. Data was analyzed to determine if there was a change in sustained practice and teacher efficacy. The researcher found the use of peer coaching does have a positive effect on a small group of teachers’ when implementing new Common Core instructional practices learned during initial professional development sessions.

Comments

Thesis (M.A.) Teacher Education Department

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