Exploring English Teachers’ Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction

Main Article Content

Adriana Castañeda-Londoño

Abstract

Teachers’ knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and their actual construction of knowledge in a peer-coaching activity. Data were collected through two narratives and the transcription of recorded conversations among participants after the observation of their classes. The results suggest that before peer-coaching teachers held three types of perceptions towards observation and feedback: a cautious approach, an identity tension approach, and a celebratory approach. After peer-coaching one sees that two perceptions emerged: observation and feedback entail, on the one hand, high anxiety about teachers’ self-image; and on the other, observation and feedback show a deep sense of their selves.

Article Details

How to Cite
Castañeda-Londoño, A. (2017). Exploring English Teachers’ Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction. HOW Journal, 24(2), 80-101. https://doi.org/10.19183/how.24.2.345
Section
Research Reports
Author Biography

Adriana Castañeda-Londoño, Doctorado Interinstitucional en Educación Énfasis ELT Universidad Distrital Francisco José de Caldas

Adriana Castañeda-Londoño holds an MA in Applied Linguistics from Universidad Distrital Francisco José de Caldas (Colombia). She is currently pursuing doctoral studies in education with an emphasis in ELT at the same university. Her research interests are discourse studies within education; teachers’ professional development; ecologies of knowledges; poststructuralist, postcolonial, and decolonial studies in ELT.

References

Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh, UK: Edinburgh University Press.

Bryk, A. S., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751-781. http://doi.org/10.1177/0013161X99355004.

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press.

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage Publications.

de Sousa Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Review, 30(1), 45-89.

de Sousa Santos, B. (2009). Una epistemología del sur [An epistemology of the South]. Mexico: CLACSO Coediciones.

Díaz-Maggioli, G. (2004). Teacher-centered professional development. Alexandria, US: Association for Supervision and Curriculum Development.

Díaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding professional learning. New York, US: Rowman & Littlefield Education.

Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148-171. http://doi.org/10.1177/003804070407700203.

Gallucci, C., Van Lare, M. D., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963. http://doi.org/10.3102/0002831210371497.

Graham, H., & Oliver, G. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-9. Retrieved from http://ro.uow.edu.au/jutlp/vol9/iss1/7.

Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers’ perceptions of education supervision in relation to their professional development: A case study of Northen Cyprus. Novitas-Royal Research on Youth and Language, 4(1), 16-34.

Kohler, F. W., Crilley, K. M., Shearer, D. D., & Good, G., (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90(4), 240-250. http://doi.org/10.1080/00220671.1997.10544578.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Upper Saddle River, US: Prentice Hall.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 227-247). New Jersey,US: Lawrence Erlbaum.

Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York, US: Routledge/Taylor and Francis.

Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591-596.

Malu, K. F. (2015). Observation tools for professional development. English Teaching Forum, 53(1), 14-24.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, US: Jossey-Bass Publishers.

Mora, A., Trejo, P., & Roux, R. (2014). English language teachers’ professional development and identities. PROFILE Issues in Teachers’ Professional Development, 16(1), 49-62. http://dx.doi.org/10.15446/profile.v16n1.38153.

Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11

Norton, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31. http://doi.org/10.2307/3587803.

Parise, L., & Spillane, J. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal, 110(3), 323-346. http://doi.org/10.1086/648981.

Richards, J. C. (2012). Competence and performance in language teaching. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 46-56). Cambridge, UK: Cambridge University Press.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge Language Education. http://doi.org/10.1017/CBO9780511667237.

Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, US: Sage.

Showers, B., & Joyce, B. (1996). The evolution of peer-coaching. Educational Leadership, 53(6), 12-16.

Slater, C. L., & Simmons, D. L. (2001). The design and implementation of a peer coaching program. American Secondary Education, 29(3), 67-76.

Sparks, G. M., & Bruder, S. (1987). Before and after peer coaching. Educational Leadership, 45(3), 54-57.

Weller, S. (2009). What does “peer” mean in teaching observation for the professional development of higher education lecturers? International Journal of Learning and Teaching in Higher Education, 21(1), 25-35.