Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…Regarding sources of efficacy information, studies have explored issues such as the impact of the following on LTSE beliefs: peer coaching (Goker, 2006), oral and written peer feedback (Ince, 2016), feedback from learners, co-workers (Phan & Locke, 2015), mentors and family members (Brannan & Bleistein, 2012), vicarious experience gained through observation (Mills & Allen, 2007) and practical teaching experience (Liaw, 2009). Additionally, there has been a focus on the relationship between LTSE beliefs and affective/physiological states (Wyatt, 2013;Phan, 2015).…”

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions, self‐efficacy and implementation

“…The results of the present study indicate that, in terms of their own learning processes, student teachers score the mental model 'cooperative learning' rather low. However, previous research emphasises the importance of collaboration among teachers for the implementation of innovative teaching strategies to be successful (Goker 2006;Shachar and Shmuelevitz Educational Studies 13 1997;Showers 1985;Showers and Joyce 1996). The initiation of collaboration among student teachers appears to be related to an improved use of the proposed innovation in practice, i.e.…”

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

“…Research involving university students has shown self-efficacy can be promoted in traditional educational settings and favor enactive mastery, as theorized by Bandura (1997). For instance, in some studies (Goker, 2006) peer coaching increased self-efficacy of student instructors teaching English as foreign language. Others proved that self-efficacy in pre-service teachers can be promoted, when they are able to benefit of feedback from experiences, colleagues and supervisors (Clifford & Green, 1996;Watters & Ginns, 1995).…”