Qualitative study reveals job-embedded peer coaching enhances assistive technology use in preschool classrooms, highlighting structural barriers like staffing shortages.
Key Points
To examine preschool teachers' and peer coaches' perceptions of a job-embedded peer coaching intervention designed to support assistive technology use in inclusive preschool classrooms.
Evaluated perceptions among preschool teachers (n = 19) and peer coaches (n = 10) participating in a six-month professional development intervention.
The intervention integrated online learning modules, access to assistive technology tools, and structured peer coaching cycles delivered by trained school-based personnel.
Data gathered from participant focus groups and written reflections were evaluated using thematic analysis.
Teachers and coaches reported that the job-embedded coaching intervention broadened educators' comprehension and classroom use of diverse assistive technologies.