Peer coaching as an effective tool in a teacher development program
Vacilotto, Silvana
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Permalink
https://hdl.handle.net/2142/125928
Description
Title
Peer coaching as an effective tool in a teacher development program
Author(s)
Vacilotto, Silvana
Issue Date
2002
Director of Research (if dissertation) or Advisor (if thesis)
Berg, Catherine
Department of Study
Linguistics
Discipline
Teaching English as a Second Language
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Teaching English as Second Language
Peer Coaching
Teacher collaboration
Instructional performance
Practicum in Teaching English as a Second Language
Language
eng
Abstract
Peer Coaching is a process of mutual collaboration in which teachers of equal status assist each other rethink their own practice and develop teaching skills to achieve higher levels of instructional performance (Cosh, 1999; Farrel, 2001; Gottesman, 2000; Joyce & Showers, 1982, 1984, 1996; Moffett, John & Isken (1987); Sparks & Bruder, 1987). Peer Coaching nurtures reflection that leads teachers to explore their own classes, a widely recommended practice by both K-12 and ESIJEFL teacher trainers. (Cousins, 1995; Ebmeier & Nicklaus, 1999; McCotter, 2000; Richards & Lockhart, 1996; Richards & Nunan, 1990; Schon, 1988; Wallace, 1991). This study investigated Peer Coaching to find out it fits the needs of the Binational Center, Belem, Para, Brazil, as one of the main challenges that the Academic Director and Coordinators face at that institution is to improve the level of excellence of its teaching staff. The participants were 16 graduate student-teachers of the Practicum unit of the Master of Arts in Teaching English as a Second Language Program of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. The data analyzed was collected via Questionnaires, Interviews, Audio Recordings of the student-teachers' lesson-plan and debriefing meetings, and their Reflective Teaching Journals.
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