DOI: 10.1108/pdsp-01-2026-0001 ISSN: 2833-2040
Beyond the classroom: a dyadic approach to preschool teacher – coach professional development
Jane Strawhecker, Paula Thompson, Dena HarshbargerPurpose
The paper aims to examine the impact of an 11-month professional development program for a small sample of Head Start preschool teachers who were part of a dyadic coaching relationship.
Design/methodology/approach
The paper implemented a quantitative approach, using data from a pre- and post-surveys.
Findings
Using the results from the surveys, the findings suggest that the participants learning alongside a coach made greater gains in self-efficacy for planning and implementing STEM instruction.
Research limitations/implications
Due to the small sample size, results should be interpreted with caution.
Originality/value
This paper fulfills an identified need by exploring impactful alternatives to traditional professional development models for preschool teachers.