From pedagogy to practice: Mentoring and reciprocal peer coaching for preservice teachers

Blane A Trautwein, Sarah B Ammerman

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

To facilitate early acquisition of effective teaching strategies, many deaf education teacher preparation programs provide students with opportunities to apply course concepts by working with children in practicum or field experiences. Providing students with guidance and feedback regarding their teaching efforts is an integral component of these practica. Reciprocal peer coaching provides an effective means of sharing feed-back when also paired with faculty mentoring of students. Program success is dependent upon the establishment of collegiality, teaching objectives/competencies, and critical evaluation of teaching methodology. This article describes a reciprocal peer coaching/mentoring program currently employed at the University of Texas Health Science Center at San Antonio listening and spoken language teacher preparation program.

Original languageEnglish (US)
Pages (from-to)191-206
Number of pages16
JournalVolta Review
Volume110
Issue number2
StatePublished - Jun 2010
Externally publishedYes

Fingerprint

coaching
mentoring
Teaching
teacher
Students
student
health science
spoken language
teaching strategy
Language
Education
Mentoring
Peers
Pedagogy
Pre-service Teachers
Coaching
Health
methodology
evaluation
education

ASJC Scopus subject areas

  • Cultural Studies

Cite this

From pedagogy to practice : Mentoring and reciprocal peer coaching for preservice teachers. / Trautwein, Blane A; Ammerman, Sarah B.

In: Volta Review, Vol. 110, No. 2, 06.2010, p. 191-206.

Research output: Contribution to journalArticle

Trautwein, BA & Ammerman, SB 2010, 'From pedagogy to practice: Mentoring and reciprocal peer coaching for preservice teachers', Volta Review, vol. 110, no. 2, pp. 191-206.
Trautwein, Blane A ; Ammerman, Sarah B. / From pedagogy to practice : Mentoring and reciprocal peer coaching for preservice teachers. In: Volta Review. 2010 ; Vol. 110, No. 2. pp. 191-206.
@article{8d20e5b8e2c2415cb651c6a6c7d972f8,
title = "From pedagogy to practice: Mentoring and reciprocal peer coaching for preservice teachers",
abstract = "To facilitate early acquisition of effective teaching strategies, many deaf education teacher preparation programs provide students with opportunities to apply course concepts by working with children in practicum or field experiences. Providing students with guidance and feedback regarding their teaching efforts is an integral component of these practica. Reciprocal peer coaching provides an effective means of sharing feed-back when also paired with faculty mentoring of students. Program success is dependent upon the establishment of collegiality, teaching objectives/competencies, and critical evaluation of teaching methodology. This article describes a reciprocal peer coaching/mentoring program currently employed at the University of Texas Health Science Center at San Antonio listening and spoken language teacher preparation program.",
author = "Trautwein, {Blane A} and Ammerman, {Sarah B}",
year = "2010",
month = "6",
language = "English (US)",
volume = "110",
pages = "191--206",
journal = "Volta Review",
issn = "0042-8639",
publisher = "Alexander Graham Bell Association",
number = "2",

}

TY - JOUR

T1 - From pedagogy to practice

T2 - Mentoring and reciprocal peer coaching for preservice teachers

AU - Trautwein, Blane A

AU - Ammerman, Sarah B

PY - 2010/6

Y1 - 2010/6

N2 - To facilitate early acquisition of effective teaching strategies, many deaf education teacher preparation programs provide students with opportunities to apply course concepts by working with children in practicum or field experiences. Providing students with guidance and feedback regarding their teaching efforts is an integral component of these practica. Reciprocal peer coaching provides an effective means of sharing feed-back when also paired with faculty mentoring of students. Program success is dependent upon the establishment of collegiality, teaching objectives/competencies, and critical evaluation of teaching methodology. This article describes a reciprocal peer coaching/mentoring program currently employed at the University of Texas Health Science Center at San Antonio listening and spoken language teacher preparation program.

AB - To facilitate early acquisition of effective teaching strategies, many deaf education teacher preparation programs provide students with opportunities to apply course concepts by working with children in practicum or field experiences. Providing students with guidance and feedback regarding their teaching efforts is an integral component of these practica. Reciprocal peer coaching provides an effective means of sharing feed-back when also paired with faculty mentoring of students. Program success is dependent upon the establishment of collegiality, teaching objectives/competencies, and critical evaluation of teaching methodology. This article describes a reciprocal peer coaching/mentoring program currently employed at the University of Texas Health Science Center at San Antonio listening and spoken language teacher preparation program.

UR - http://www.scopus.com/inward/record.url?scp=77954995118&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77954995118&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:77954995118

VL - 110

SP - 191

EP - 206

JO - Volta Review

JF - Volta Review

SN - 0042-8639

IS - 2

ER -