Implementing and evaluating a peer-coached EFL teacher professional development program
Bibliographic Data
| ID | 21457321 |
|---|---|
| Authors | Hassan Soodmand Afshar (0000-0003-1070-0249, Bu-Ali Sina University, corresponding author), Mehdi Doosti (0000-0001-5550-0203, Kermanshah University of Medical Sciences, corresponding author) |
| Year | 2022 |
| Volume | 92 |
| Pages | 102096 |
| Publication date | 2022-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Evaluation and Program Planning (JOURNAL) |
| Journal identifiers | ISSN: 0149-7189 • E-ISSN: 1873-7870 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.evalprogplan.2022.102096 |
| PMID | 35489121 |
| OpenAlex | W4224273369 |
| Language | EN |
| References cited | 32 |
Coaching · Faculty Development · Focus group · Mathematics education · Medical education · Pedagogy · Professional development · Sociology · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Developing critically reflective practice
What Makes Professional Development Effective?
What Works in Professional Development?
Continuing Professional Development Strategies
Taking 21st century skills from vision to classroom
Novice teachers learning through participation in a teacher study group
Development and evaluation of a training on need-supportive teaching in physical education
Peer coaching and pre-service teachers
Elaborating a model of teacher professional growth
Not a one-shot deal
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
Improving student achievement through professional development
A professional development program for primary school English language teachers in Turkey
Translating theory into practice
An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction
From isolation to symphonic harmony
| Citation velocity | historical |
|---|---|
| Highly cited | No |