Beyond the classroom: a dyadic approach to preschool teacher – coach professional development

Purpose 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.