Peer Coaching for Better Teaching

Skinner, Michael; Welch, Frances C.

doi:10.1080/87567555.1996.9932346

Cited by 34 publications

(16 citation statements)

References 10 publications

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“…It seems that peers observers feel uncomfortable providing such an assessment due to their equal and collegial position. Their experiences of discomfort may be congruent with those reported on by Skinner and Welch (1996) who argue that peer observation, or as they term 'peer coaching', is supposed to be non-evaluative because 'evaluative coaching destroys the collegial collaboration that is the heart of the process' (p. 154). Furthermore, evaluative assessment may apply in a performance model where a supervisor's observation may be used to judge the praktikans' teaching skills.…”

Section: 'Being An Observer Is Problematic': Peer Feedback In Pt1 Classsupporting

confidence: 73%

“…Meanwhile, evidence from other studies outside of Indonesia suggest that peer observation is more effective when it is a non-evaluative process (cf. Goker, 2006;Skinner & Welch, 1996). It seems that peers observers feel uncomfortable providing such an assessment due to their equal and collegial position.…”

Section: 'Being An Observer Is Problematic': Peer Feedback In Pt1 Classmentioning

confidence: 99%

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University mentors’ views on reflective practice in microteaching: building trust and genuine feedback

Kuswandono

2014

Reflective Practice

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Reflective practice is claimed by many teacher education scholars to have benefited pre-service teachers (PSTs) in their professional learning to become teachers. One of the cited advantages is the affective nature of reflection which delves into the emotional feeling of one's personal experiences. However, emotional feeling is often influenced by the prevailing culture and history which inevitably affect the ways in which PSTs view and enact reflection. Using a focus group discussion to elicit the views of six university mentors in Indonesia, this study seeks to investigate their experiences in guiding PSTs' reflective practice which is integrated in microteaching practice. The findings reveal that some problematic implementation of reflective practice relates with PSTs' prevailing cultural practice, namely the tension of harmony in a collectivist society. This brings forward the issue of superficial reflection, a level of trust and genuine feedback from peers. This study takes a position that reflective practice cannot be effectively implemented unless the imbedded values of collectivist culture are revisited and educated together with the values of reflective practice.

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Section: 'Being An Observer Is Problematic': Peer Feedback In Pt1 Classsupporting

confidence: 73%

Section: 'Being An Observer Is Problematic': Peer Feedback In Pt1 Classmentioning

confidence: 99%

University mentors’ views on reflective practice in microteaching: building trust and genuine feedback

Kuswandono

2014

Reflective Practice

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“…Some teams may not use classroom observation, but instead review instructional materials or grading practices (Chism 1999;Malik 1996;Millis 1999;Skinner and Welch 1996).…”

Section: Peer Coaching: One Model Of How It Can Workmentioning

confidence: 99%

“…Many articles document the general benefits of peer coaching programs (also referred to as peer mentoring): improved faculty morale and motivation, increased collaborations with other faculty members, and more thoughtful attention to one's pedagogical choices (e.g. Brancato 2003;Menges 1987;Skinner and Welch 1996). This literature, however, often focuses on the benefits of these relationships for junior faculty and/or for faculty collaborations within a single department.…”

mentioning

confidence: 99%

Peer Coaching: Professional Development for Experienced Faculty

2007

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The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors' experience.

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“…Co-inquirers Skinner and Welch (1996), Peer Review of Teaching at IPFW (2005) Both parties are engaged in investigating answers to their own questions and assist each other through reciprocal critical reflection on multiple aspects of their practice. As in the researcher/subject model, conclusions must be based on evidence.…”

Section: Mental Modelmentioning

confidence: 99%