2026-09-21T02:04:54Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/125928 2025-02-13 col_2142_13736 col_2142_5131 com_2142_8975 com_2142_8903 com_2142_5130

https://hdl.handle.net/2142/125928 Dissertation/Thesis Peer coaching as an effective tool in a teacher development program Vacilotto, Silvana 2002 Berg, Catherine Teaching English as Second Language Peer Coaching Teacher collaboration Instructional performance Practicum in Teaching English as a Second Language eng 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. text Copyright by Silvana Vacilotto, 2002 Teaching English to speakers of other languages Linguistics Teaching English as a Second Language University of Illinois at Urbana-Champaign M.A. Thesis