Systematic Review of Peer Coaching During the Preservice English Teacher Practicum
Keywords:
feedback, class observation, lesson plan, reflective practiceAbstract
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
Abou Shaaban, S. S. (2022). Video-Based Reflection and Peer Coaching in Enhancing TEFL Student-Teachers’ Teaching Practices of Receptive Skills. Journal of Education and E-Learning Research, 9(2), 103-109. https://doi.org/10.20448/jeelr.v9i2.3991
Arslan Dönmez, S., & Sahin, A. (2022). Peer-Coaching Based Professional Development: A Sample of a School of Foreign Languages. Georgia Educational Researcher, 19 (1),22-46. https://eric.ed.gov/?id=EJ1332366
Bassot, B. (2015). The reflective practice guide: An interdisciplinary approach to critical reflection. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781315768298/reflective-practice-guide-barbara-bassot
Çapan, S. A., & Bedir, H. (2019). Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring. Journal of Language and Linguistic Studies, 15 (3), 953-971. https://www.jlls.org/index.php/jlls/article/view/1334
Gottesman, B. L. (2000). Peer Coaching for Educators: Second Edition.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (Vol. 3). Association for Supervision and Curriculum Development Alexandria, VA. http://skat.ihmc.us/rid=1P0729X06-20SDKMY-2Q0H/randd-engaged-joyce.pdf
Navarro Ramírez, D. (2013). El proceso de observación: El caso de la práctica supervisada en inglés en la Sede de Occidente, Universidad de Costa Rica. InterSedes, 14(28), 54-69. https://www.redalyc.org/articulo.oa?id=66629446004
Nilüfer, E. (2021). Turkish EFL pre-service and in-service teachers’ views on professional development and related activities. Focus on ELT Journal, 3(1), Article 1. https://doi.org/10.14744/felt.2021.00048
Okumura, S. (2020). Developing the Workforce of Primary School English through Peer Coaching in Pre-Service Teacher Training. English Language Teacher Education and Development, 23, 39-47. http://www.elted.net/uploads/7/3/1/6/7316005/5_okumura_2020_developing_the_workforce_of_primary_school_english.pdf
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Sáez Núñez, G., Campos Saavedra, D., Suckel Gajardo, M., & Rodríguez Molina, G. (2019). Práctica colegiada en la formación inicial docente y construcción del saber pedagógico. Revista mexicana de investigación educativa, 24(82), 811-831.
Showers, B., & Joyce, B. (1996). The Evolution of Peer Coaching. Educational Leadership, 53(6), 12. https://pedagogyofconfidence.net/wp-content/uploads/2021/08/joyce_showers_peer_coaching.pdf
Sulistiyo, U., Rusdi, M., Clifton, J., Fehring, H., & Jordan, K. (2021). The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives. Australian Journal of Teacher Education, 46(3), 20-35. https://doi.org/10.17263/jlls.631539
Velásquez, J. D. (2015). Una guía corta para escribir revisiones sistemáticas de literatura parte 3. Dyna, 82(189), 9-12. https://doi.org/10.15446/dyna.v82n189.48931
Urun Goker, M. (2021). Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers. Journal of Language and Linguistic Studies, 17(S1), 423-447. https://www.jlls.org/index.php/jlls/article/view/2127/700
Published
How to Cite
Issue
Section
License
Los artículos enviados a la Revista Científica Hallazgos21 deberán ser totalmente originales e inéditos.
Los autores son los responsables de los textos y las imágenes incluidas en los artículos y no necesariamente reflejan el pensamiento de la editorial o de la Pontificia Universidad Católica del Ecuador, Sede Esmeraldas (PUCESE).
Los autores disponen cederle a la Revista Científica Hallazgos21 todos los derechos inherentes para la edición, publicación y distribución o divulgación del mismo.
Se autoriza a las revistas firmantes de los acuerdos de Encuentros de Revistas Latinoamericanas para reproducir en parte o totalmente los artículos con la sola mención de la fuente claramente señalada.
