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Implementation of peer coaching in a secondary school to enhance teacher development
Author
Yeoh, Joan Pek Neo
Supervisor
Morriss, Susan Burrington
Abstract
The research study looks at teachers' perceptions of their professionalism in terms of their commitment and interest in professional development. The study is also concerned with how to enable teachers to grow in their professional career. To Fullan and Hargreaves, (1992:5) developing the teacher means developing the whole person - his or her life experiences, past reflections, beliefs and culture, which affect his or her interest in and response to change and motivation to seek improvement.
In looking at teacher development, we need to look at the individual teacher and the whole school community and allow teachers the opportunity to examine and confront teacher's practitioner knowledge which is practical, experiential and shaped by teacher's purposes and values (Clandinin, 1986:4). There is a limit to what one can learn individually. Within a collaborative school setting, where peer coaching partnerships exits, the opportunities for teachers to learn from one another are increased.
Collaborative cultures put emphasis on the collective expertise and endeavours of the whole teaching community. Collaborative provides moral support in a caring school community where risk-taking is encouraged and mistakes are forgiven in the search for continuous improvement. True of all human relationships, collaborative cultures are slow to develop and difficult to predict. The research study, in providing opportunities for teachers to develop themselves through peer coaching also examines the possibility of setting up a collaborative culture in the school.
The research study additionally provides a window into the teacher's role as a "reflective practitioner" (Schon, 1983), of reflection about action (Fullan & Hargreaves, 1991: 67-69) and how teachers best represent and explain their practices reflectively to one another, in support of one another. Through peer coaching, teachers reflect upon practice and discourse about teaching and learning, providing the structured contexts of practice, feedback and support. This ultimately leads to successful curriculum implementation, a sustained change and teacher leadership in the school.
Findings from the research study have shown that it is possible to facilitate a collaborative culture through the implementation of peer coaching in the school. Peer coaching fosters focused professional dialogue among collaborative partners, who view themselves as more than just mere colleagues. Partners share skills and expertise, which results in greater diversity and more interesting teaching methods and a boosting of teacher self-confidence.
For the experienced teacher, the coaching partner helps him or her to loosen the hold of routine or habit, especially when reflection in action is built into the peer coaching process. The partner provides a new perspective to bring freshness of vision to the classroom, a new excitement to teaching and an alternative way of giving meaning to what is happening. For the beginning teacher, peer coaching allows for the socialisation of the teacher into the unique context of the educational environment of the school, drawing upon the knowledge and wide repertoire of available teaching knowledge and skills in the school.
In looking at teacher development, we need to look at the individual teacher and the whole school community and allow teachers the opportunity to examine and confront teacher's practitioner knowledge which is practical, experiential and shaped by teacher's purposes and values (Clandinin, 1986:4). There is a limit to what one can learn individually. Within a collaborative school setting, where peer coaching partnerships exits, the opportunities for teachers to learn from one another are increased.
Collaborative cultures put emphasis on the collective expertise and endeavours of the whole teaching community. Collaborative provides moral support in a caring school community where risk-taking is encouraged and mistakes are forgiven in the search for continuous improvement. True of all human relationships, collaborative cultures are slow to develop and difficult to predict. The research study, in providing opportunities for teachers to develop themselves through peer coaching also examines the possibility of setting up a collaborative culture in the school.
The research study additionally provides a window into the teacher's role as a "reflective practitioner" (Schon, 1983), of reflection about action (Fullan & Hargreaves, 1991: 67-69) and how teachers best represent and explain their practices reflectively to one another, in support of one another. Through peer coaching, teachers reflect upon practice and discourse about teaching and learning, providing the structured contexts of practice, feedback and support. This ultimately leads to successful curriculum implementation, a sustained change and teacher leadership in the school.
Findings from the research study have shown that it is possible to facilitate a collaborative culture through the implementation of peer coaching in the school. Peer coaching fosters focused professional dialogue among collaborative partners, who view themselves as more than just mere colleagues. Partners share skills and expertise, which results in greater diversity and more interesting teaching methods and a boosting of teacher self-confidence.
For the experienced teacher, the coaching partner helps him or her to loosen the hold of routine or habit, especially when reflection in action is built into the peer coaching process. The partner provides a new perspective to bring freshness of vision to the classroom, a new excitement to teaching and an alternative way of giving meaning to what is happening. For the beginning teacher, peer coaching allows for the socialisation of the teacher into the unique context of the educational environment of the school, drawing upon the knowledge and wide repertoire of available teaching knowledge and skills in the school.
Date Issued
1999
Call Number
LB1731 Yeo
Date Submitted
1999