Peer coaching in TEFL/TESL programmes

Vacilotto, Silvana; Cummings, Rhoda

doi:10.1093/elt/ccm008

Cited by 48 publications

(43 citation statements)

References 3 publications

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“…Aside from evidence of inconsistent use of theory and conceptual frameworks to inform study design, there was frequent use of seminal works on peer coaching to inform the design or description of peer coaching. The scholarship of Beverly Showers and Bruce Joyce (e.g., Joyce & Showers, 1980, 1981, 1982, 1987, 1988Showers, 1985;Showers & Joyce, 1996), scholars who have been described as "pioneers of peer coaching" (Anderson, Barksdale, & Hite, 2005, p. 99), was cited in numerous sources included in this review (e.g., Anderson et al, 2005;Bowman & McCormick, 2000;Britton & Anderson, 2010;Hall & McKeen, 1989;Hasbrouck & Christen, 1997;Kohler, Crilley, Shearer, & Good, 2001;Kohler, Ezell, & Paluselli, 1999;Lee & Choi, 2013;Licklider, 1995;Murray, Ma & Mazur, 2009;Neubert & McAllister, 1993;Slater & Simmons, 2001;Sparks, 1986;Syh-Jong & Hsiu-Chuan, 2009;Vacilotto & Cummings, 2007).…”

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

Improving instructional practice through peer observation and feedback: A review of the literature

Ridge

Lavigne

2020

EPAA

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The Every Student Succeeds Act provides an opportunity for policymakers and researchers to revisit what is known about effective teacher evaluation practices to make better-informed decisions moving forward. Principals—responsible for implementing new teacher evaluation reforms and accommodating the demands to spend more time observing and providing feedback to teachers—are overworked. They have little time to provide high-quality feedback, and may lack important content-based expertise. With these considerations in mind, we explore the role of peer observation and feedback as a vehicle to move beyond high-stakes evaluation and re-center efforts on instructional improvement. Our systematic review of extant literature (n = 38 documents, 92% peer-reviewed empirical articles) indicates that peer observation and feedback is a promising practice for instructional improvement, but one that lacks sufficient evidence. Policy, thus, can encourage innovation and research around this practice so that peer observation and feedback models can be piloted and the most effective established, as well as strategies to tackle the biggest barriers schools, particularly U.S. schools face in implementing such a practice—time.

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Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

Improving instructional practice through peer observation and feedback: A review of the literature

Ridge

Lavigne

2020

EPAA

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“…Although there have been plenty of studies on peer observation (Cosh, 1999;Farrell, 2001Farrell, , 2007Farrell, , 2013Richards & Lockhart, 1994;Showers, & Joyce, 1996;Torres et al, 2017;Vacilotto & Cummings, 2007), peer feedback has not been used in ESL teaching in many universities. The present study scrutinized the origins of the reluctance to make peer observation a regular-based practice, which might be rooted in privacy around teaching and vulnerability of teachers to get feedback from peer teachers.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Continuous Development: Being A Reflective Esl Teacher

Latypova¹

2017

European Proceedings of Social and Behavioural Sciences

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The importance of language teachers' lifelong professional development is undeniable. Reflective teaching has recently become an epitome in ESL teacher education. It indicates self-observation and selfevaluation and implies a systematic process of collecting, recording and analysing teachers' thoughts and observations, as well as those of a student. One of the ways to provoke self-analysis and reflection that leads to powerful insights is peer observation. The paper describes the results of the experiment to establish a peer feedback pattern on a regular basis that aimed to create a climate where both givers and receivers of feedback enhance their understanding of best teaching practices which encourage effective learning.The experiment took three years and involved 30 ESL teachers of Kazan Federal University. The participants observed two peer-teachers every semester (four in total over one academic year). It was crucial for the authors to ensure a constructive and productive feedback process. To provide feedback there was established a set of criteria to analyse peer-observation manuals, guidelines for selecting peer observers, a questionnaire targeted to discover the level of self-content with peer-reviewing practice and the depth of reflection.The results of the experiment showed significant improvements in learning from others and better teaching. Findings of the study suggest that peer observation can be fully recommended to ESL teachers to guarantee their continuous development and to conduct the so-called self-audit, or reflection.

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“…Finally and at the end of this part it is worth noting that according to Vacilotto and Cummings (2007), some participants think that when it pointed out negative aspects of their teaching feedback was particularly practical whereas others put emphasis on the consequence of providing regular positive feedback in amalgamation with negative information.…”

Section: B On the Other Hand Facilitative Reflection Can Bementioning

confidence: 99%

Peer Coaching: A More Beneficial and Responsive Inquiry-Based Means of Reflective Practice

Fahim¹,

Mirzaee²

2013

IJL

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The aim of this study is to consider a way of developing and enhancing the process of reflective teaching. It is worth mentioning here that there are various ways of promoting reflective teaching in a teacher development program like journal writing, action research, diary writing, teacher development groups, class observations, and critical friendships. But since all of these procedures treat reflective practice largely as an individual, introspective process; peer coaching as a way of collaborative thinking as well as bilateral coaching with its dynamic nature allowing its participants high degrees of dialogical negotiation, therefore it seems to outweigh the aforementioned inquiry-based model of reflective practice. As a result, the present paper both argues and illustrates that how engaging reflective practice in such a model leads to more fruitful and beneficial insights due to the fact that new insights are constructed as a result of dialogical inquiry.

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Peer coaching in TEFL/TESL programmes

Cited by 48 publications

References 3 publications

Improving instructional practice through peer observation and feedback: A review of the literature

Improving instructional practice through peer observation and feedback: A review of the literature

Continuous Development: Being A Reflective Esl Teacher

Peer Coaching: A More Beneficial and Responsive Inquiry-Based Means of Reflective Practice

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