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] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193689881 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Faculty perceptions of effectiveness of a peer coaching model as professional development for teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McKenzie%2C+Jennifer%22">McKenzie, Jennifer</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> jm-mckenzie@wiu.edu</i><br /><searchLink fieldCode="AR" term="%22Rodari+Meisner%2C+John%22">Rodari Meisner, John</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2026, Vol. 63 Issue 3, p1013-1025. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+students%22">Adult students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193689881 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14703297.2025.2517294 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1013 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: Adult students Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: College teaching Type: general – SubjectFull: Mentoring Type: general Titles: – TitleFull: Faculty perceptions of effectiveness of a peer coaching model as professional development for teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McKenzie, Jennifer – PersonEntity: Name: NameFull: Rodari Meisner, John IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14703297 Numbering: – Type: volume Value: 63 – Type: issue Value: 3 Titles: – TitleFull: Innovations in Education & Teaching International Type: main |
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