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Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program.

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Title: Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program.
Authors: Kamali, Jaber1 (AUTHOR) Jaber.kamali@ihu.edu.tr, Javahery, Pourya2 (AUTHOR)
Source: International Journal of Training & Development. Sep2024, Vol. 28 Issue 3, p275-297. 23p.
Subject Terms: *Teacher development, *Teacher educators, *Teachers, Semi-structured interviews, Thematic analysis
Abstract: The present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3‐month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well‐being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Training & Development is the property of Wiley-Blackwell 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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  Data: Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program.
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  Data: <searchLink fieldCode="AR" term="%22Kamali%2C+Jaber%22">Kamali, Jaber</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Jaber.kamali@ihu.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Javahery%2C+Pourya%22">Javahery, Pourya</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Training+%26+Development%22">International Journal of Training & Development</searchLink>. Sep2024, Vol. 28 Issue 3, p275-297. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Label: Abstract
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  Data: The present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3‐month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well‐being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Training & Development is the property of Wiley-Blackwell 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.)
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        Value: 10.1111/ijtd.12323
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        Text: English
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        PageCount: 23
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      – SubjectFull: Teacher development
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      – SubjectFull: Teacher educators
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      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Semi-structured interviews
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              Text: Sep2024
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