Teacher Educators' Professional Development through Online Peer-Coaching

Autor/in	Canaran, Özlem
Titel	Teacher Educators' Professional Development through Online Peer-Coaching
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 2, S.892-911 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Canaran, Özlem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Pandemics; COVID-19; Teaching Methods; Learning Processes; Distance Education; Faculty Development; Barriers; Coaching (Performance); Peer Teaching; Educational Change; Educational Needs; Phenomenology; Teacher Educators; Computer Mediated Communication; Group Discussion; Teacher Attitudes; Well Being; Instructional Improvement; Peer Relationship; Reflection; Teacher Student Relationship; Private Colleges; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teacher Education Programs; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Distance study; Distance learning; Fernunterricht; Peer group teaching; Peer Group Teaching; Bildungsreform; Educational need; Bildungsbedarf; Phenomenological psychology; Phänomenologie; Psychologie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Computerkonferenz; Gruppendiskussion; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Unterrichtsqualität; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Privathochschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Türkei
Abstract	The outbreak of the pandemic caught educators unprepared for non-traditional ways of learning and teaching. Since remote teaching aggravated already existing challenges of the classroom, teachers and teacher educators began looking for alternative professional development (PD) arrangements that could address teaching-related needs. Peer coaching is a collaborative, non-hierarchical PD model that involves two or more colleagues reflecting on instructional practices, resolving classroom issues, and learning together new teaching techniques. The purpose of this phenomenological study was to investigate how online peer coaching could support the professional development of teacher educators by exploring their lived experiences under the pandemic conditions. Data were collected through reflective reports and semi-structured interviews. Following the five-step HILDA model for peer coaching, the participants held online discussions to get to know each other, identified strong and weak instructional strategies through observations, looked together at the possibilities to overcome barriers to remote teaching, decided on the actions for improvement and analysed the impact of their actions on learners. Data analysis revealed that the participants' perceptions of online peer coaching for PD included improved instructional practice, self-reflection, and a greater sense of well-being as a result of peer support. Reported difficulties were providing effective feedback to a colleague and a lack of different types of communication with learners. Finally, the participants offered suggestions for future improvements to the online peer coaching procedure. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01