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PASAA

Publication Date

1996-12-01

Abstract

Recent research demonstrates that peer coaching can be a productive and constructive method for promoting teacher professional development and can build increased collegiality and confidence (Galbraith & Anstrom, 1995). This paper reviews current models of peer coaching; technical, collegial, challenge and team coaching—and suggests practical applications for its use in individual professional development and personal self-growth for classroom teachers. One objection to peer coaching has been that it can be time intensive, with teachers often too immersed in their schedules to participate. This paper presents a variation of peer coaching, conference coaching, which requires minimum preparation time and employs "micro pre- & post-conferences" done with a teaching partner. This variation will suggest that classroom observations can remain optional. Therefore, this approach is appropriate for busy teachers in Thailand, who would like to be involved in a professional development project but are under serious time constraints. Peer coaching is an excellent example of how teachers can take responsibility for their own pedagogical improvement and growth.

DOI

10.58837/CHULA.PASAA.26.1.5

First Page

37

Last Page

44

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