The benefits of peer coaching as a support system for early childhood education students

Abstract

This research investigates how students are supported at tertiary level when involved in peer coaching partnerships and whether both partners identify the same benefits. The study used a mixed methods case study and narrative inquiry approach and is located in the tertiary education sector in New Zealand where a group of student teachers studying on a field-based initial teacher education programme were about to set out on and undertake a peer coaching journey. The factors which the participants reported as important to maintain successful peer coaching partnerships are also examined.

Keywords

• Peer Coaching
• Higher Education
• Tertiary
• Field-based Initial Teacher Education