Background/Purpose Peer Coaching increases pre-service teacher (PT) knowledge when engaged in early field experiences (EFE). Knowledge develops differently in the roles of coach and teacher; therefore, PTs engage in both roles (Jenkins & Veal, 2002). This recommendation raises a question regarding the benefits of PTs observing peers rather than experienced teachers in that PTs may observe the two groups differently. The purpose of this study was to compare what PTs observe when watching a peer and an experienced teacher.
Method Across one semester, PTs (n=18) enrolled in an EFE observed a peer and a master teacher each deliver approximately 10 lessons while completing a Peer Coaching form and two of three systematic observation forms (i.e., teacher position, demonstration, feedback).
Analysis/Results Observation notes from the Peer Coaching form were transcribed and initially categorized according to Cochoran et al. (1993) categories of teacher knowledge. Four themes emerged from the final categories of Pedagogy, Student Behavior, and Motor/Cognitive Skill Learning. (1) Seeing is Believing – PT observations focused on constructs learned in coursework. (2) Pedagogy First - PTs observed pedagogies the teachers, both master and peer, demonstrated before identifying student behavior or motor/cognitive skill learning. (3) Time is More – Over time observations were greater in number and more in depth. (4) Content Matters - PTs observed motor/cognitive skill learning only at semester's end.
Conclusions (1) Guided Observations: Systematic data collection needs to focus observations. (2) Content Knowledge: PTs need specific movement content knowledge to identify and correct movement error during observations.