LEARNING TO WALK THE WALK AND TALK THE TALK: PEER COACHING IN EARLY CHILDHOOD TEACHER EDUCATION

Early childhood teacher education programs have drastically increased the number of field experiences in the past two decades. As a result, problems have emerged often resulting in negative benefits to pre‐service teachers. Among these problems are: inadequate supervision, ample and model placements and the linkage of theory to practice. This paper describes how one program has implemented peer coaching throughout its entire early childhood teacher education program in an attempt to help alleviate some of the known problems. Student satisfaction and enthusiasm, cooperating teacher support and the benefits of the university have further encouraged and strengthened the use of this strategy. Preliminary research findings also indicate preservice teachers develop a more thorough understanding of the teaching and learning process.