© The Author 2007. Published by Oxford University Press; all rights reserved.
Peer coaching in TEFL/TESL programmes
Silvana Vacilotto got her MA degree in TESL at the University of Illinois at Urbana-Champaign. She is now a doctoral student in educational psychology at the University of Nevada, Reno. Her research interest is in interventions that promote the development of higher-order thinking skills in pre-service teachers
Rhoda Cummings, EdD, is a professor of Educational Psychology at the University of Nevada, Reno. Her research interests are in the areas of cognitive and moral development
Email: vacilott{at}unr.nevada.edu
Email: cummings{at}unr.edu
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Abstract |
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The purpose of this study was to investigate the effectiveness of the peer coaching model as a professional development tool for pre-service ESL/EFL teachers, and its possible applicability to the Binational Centres in Brazil, as well as to teacher development programmes in general. Peer coaching, a reflective approach to teacher development, proposes that teachers share data collected through peer observation as a means for reflection on their individual teaching practices. Findings indicate that peer coaching facilitated exchange of teaching methods and materials, fostered development of teaching skills, and made participants rethink their own teaching methods and styles. The study also revealed which behaviours participants thought were most effective for supporting a successful relationship among peers in a peer coaching programme.