Publication Date



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.



First Page


Last Page




To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.