A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grades 3 and 6 Mathematics.

Catherine D. Bruce

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Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies Evaluation of Teaching Practices

Abstract

This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective math‐ ematics teaching strategies and peer coaching opportunities. Data sources included classroom observations, teacher self‐assessments, interviews, and field notes. Data were analysed using a two‐level qualitative coding strategy with multiple inter‐ preters. Findings showed that teachers implemented key strategies for effective mathematics teaching, especially in facilitating student interaction and improving the quality of tasks assigned. Key words: mathematics, teaching strategies, professional development Cette étude a trait aux effets de l’enseignement mutuel en mathématiques sur les méthodes pédagogiques des enseignants et leurs croyances quant à leur capacité d’avoir un impact sur l’apprentissage de leurs élèves. Douze enseignants en 3e et 6e années ont participé à un programme de perfectionnement intensif sur une période de six mois. Le programme était axé principalement sur des stratégies efficaces pour l’enseignement des mathématiques et les possibilités d’enseignement mutuel. Les sources des données étaient multiples : observation de la classe, auto‐évaluation de l’enseignant, entrevues et notes prises sur le terrain. Les données ont été analysées à l’aide d’une stratégie de codage qualitatif à deux niveaux avec de multiples interprètes. Les résultats indiquent que les enseignants ont mis en œuvre des stratégies clés pour enseigner efficacement les mathématiques, notamment en facilitant les interactions entre les élèves et en améliorant la qualité des tâches assignées. Mots clés : mathématiques, stratégies pédagogiques, perfectionnement professionnel.

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References

1999Self-Efficacy: The Exercise of Control 1998Qualitative inquiry and research design: choosing among five traditions.1979National Council of Teachers of Mathematics 2001What Makes Professional Development Effective? Results From a National Sample of Teachers 1998Teacher Efficacy: Its Meaning and Measure 1989Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school.1998Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools 1981Modeling and attributional effects on children's achievement: A self-efficacy analysis.

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