Peer Coaching: A More Beneficial and Responsive Inquiry-Based Means of Reflective Practice

Farrell (2007) argues that basically, peer coaching was claimed as a follow-up to traditional training, and had three different stages: a scientific assessment of a teacher‟s skill and his readiness level, prepration in a specific method that he should relate in classes, and classroom observations to establish that the teacher is utilizing the model into his lessons.

On the other hand, Díaz-Maggioli ( 2004, p. 79) suggests “a departure from the conventional approach to peer coaching, which reinforces an outmoded view of supervision and professional development by adhering to a transmission model. In the traditional view, the coach is the expert who “transmits” expertise to the novice while at the same time evaluating the novice‟s performance on prescribed skills”. What‟s more is that it further supports the idea that teachers should be fixed, and nothing is remained for a modality of teacher growth focused on teachers‟ needs.

But in a more updated view towards peer coaching and as the name indicates according to (Valencia & Killion, 1988, cited in Johnson, 2009) it is a process where groups of teachers usually scrutinize one another and give support, companionship, feedback, and help. Johnson (2009) believes that such teaching observations can result in positive teacher growth and improved instructional practice.

In the same vein Vidmar (2005) proposes another definition for peer coaching. He claims that Reflective peer coaching is kind of a formative model to make the teaching and learning better by means of determining intentions before teaching, then thinking upon the experience. Based on this definition, the aim of reflective peer coaching can be regarded as supporting self-assessment and collaboration for better teaching and eventually improved learning can be the result of this process.

Moreover, Bell (2002, cited in Carolan & Wang, 2011) states that Peer review of teaching can be used in order to develop teaching and learning-as kind of a learning activity for teachers as well as a way to extend collegiality and contributes developing teacher skills.

For full text: click here

(Author: Mansoor Fahim, Sepideh Mirzaee

Published by Macrothink Institute)