Faculty perceptions of effectiveness of a peer coaching model as professional development for teaching.
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| Title: | Faculty perceptions of effectiveness of a peer coaching model as professional development for teaching. |
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| Authors: | McKenzie, Jennifer1,2 (AUTHOR) jm-mckenzie@wiu.edu, Rodari Meisner, John1 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p1013-1025. 13p. |
| Subject Terms: | *Effective teaching, *Adult students, *College teacher attitudes, *Qualitative research, *Professional employee training, *College teaching, Mentoring |
| Abstract: | Faculty in higher education have a variety of role expectations, including research, service and teaching. Often the training they receive during their education provides little towards helping them develop their pedagogical skills. Faculty peer coaching is a practice that holds promise for effectively providing professional development aimed at improving faculty teaching to better meet the needs of adult learners. This case study at a small regional university outlines a process for peer coaching and the resulting faculty perceptions of its effectiveness to enhance teaching and usefulness of the model as a professional development tool. We conclude faculty may perceive peer coaching as an effective and satisfying professional development opportunity in a higher education setting. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Faculty in higher education have a variety of role expectations, including research, service and teaching. Often the training they receive during their education provides little towards helping them develop their pedagogical skills. Faculty peer coaching is a practice that holds promise for effectively providing professional development aimed at improving faculty teaching to better meet the needs of adult learners. This case study at a small regional university outlines a process for peer coaching and the resulting faculty perceptions of its effectiveness to enhance teaching and usefulness of the model as a professional development tool. We conclude faculty may perceive peer coaching as an effective and satisfying professional development opportunity in a higher education setting. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2517294 |
