Work

Job-embedded Peer Coaching Professional Development to Support Preschool Assistive Technology Use: Teachers’ and Peer Coaches’ Perceptions

Year: 2025

Type: article

Abstract: This study examined teachers’ ( n = 19), and peer coaches’ ( n = 10) perceptions of a job-embedded peer coaching professional development intervention designed to support teachers’ assistive technology (AT) use in inclusive preschool classrooms. Under this professional development model, school-based personnel, trained as coaches, supported teachers' AT use. The six-month professional development intervention combined online learning modules, access to AT tools, and structured peer coaching cycles. Data from participant focus groups and teachers’ written reflections were analyzed using thematic analysis. Findings revealed teachers’ and coaches’ agreement that the job-embedded coaching intervention expanded teachers' understanding and use of a range of AT and enhanced student engagement, communication, and participation. At the same time, participants noted multiple barriers to optimal implementation of the model, including time constraints, classroom management challenges, and staffing shortages. Study findings support the promise of job-embedded peer coaching for AT implementation while underscoring the critical need for structural reforms that are essential for peer coaching to reach its full potential.

Source: Early Childhood Education Journal

DOI: 10.1007/s10643-025-02048-w

Authors: Michelle Schladant, A. Garilli, G. Balzano, R. Natale, B. Elbaum

Institution: University of Miami

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,090