Systematic Review of Peer Coaching During the Preservice English Teacher Practicum

Authors

  • Miriam E. Troya-Sánchez Universidad Nacional de Loja, Ecuador
  • María P. Rodríguez- Ludeña Universidad Nacional de Loja, Ecuador
  • Karina A. Celi- Jaramillo Universidad Nacional de Loja, Ecuador

DOI:

https://doi.org/10.69890/hallazgos21.v9i2.664

Keywords:

feedback, class observation, lesson plan, reflective practice

Abstract

This research aimed to carry out a systematic literature review about the peer coaching model for the English as a foreign language preservice teachers’ practicum. To this end, seven scientific articles from the last five years that met the inclusion criteria were selected. Five research questions were posed that investigated the phases of peer coaching, feedback, research instruments, participants' perceptions, and recommendations for future interventions. The findings show that peer coaching during the preservice teachers’ practicum improved their pedagogical and investigative skills. Nevertheless, the excessive number of research instruments that require the reflective practice of peer coaching is an overload for preservice teachers. Therefore, it is suggested that they minimize their use to avoid overwhelming the teachers and losing the focus of the teaching practice.

References

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Published

2024-07-29

How to Cite

Troya-Sánchez , M. E., Rodríguez- Ludeña , M. P., & Celi- Jaramillo, K. A. (2024). Systematic Review of Peer Coaching During the Preservice English Teacher Practicum. Revista Científica Hallazgos21, 9(2), 208–223. https://doi.org/10.69890/hallazgos21.v9i2.664

Issue

Section

Artículo de Revisión