Comparison of peer coaching versus traditional supervision effects

Two groups of undergraduate students participating in a field experience as part of a teacher education program were compared in regard to their (a) d evelopment of clarity skills, (b) pedagogical reasoning and actions, and (c ) attitudes toward several aspects of the field experience, The experimenta l group was trained in peer coaching techniques, in which teams of preservi ce teachers were assigned to the same classrooms to provide observation and feedback to each other. The control group experienced traditional universi ty supervision, Results showed statistically significant differences in fav or of the experimental condition on 8 of 10 variables measured.