Peer coaching booklet

Coaching as a
professional
development tool
Showers and Joyce (1996) initially
researched peer coaching in 1982
and compared peer coaching to
traditional in-service training. The
study found that teachers who
attended in-service training alone had
a low rate of transfer and were not
able to find ways to generally improve
their practice from the in-service
training alone. When peer coaching
was added the implementation of new
teaching methodologies rose
dramatically.
Subheader
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que id magnat. Is autasit emporiatur sume
landaerupta vid eosam doluptatius porerchic tem
fugiae dolessediti vit, qui dolupti odiscil escipit
ibusapelique pre, quodita tionsedite.Inu- stem re
voluptat. Tium harum iuribus daerum expliquo
verum solupta simus quae corepta tempore
rspitinum et ulparci sitio. Et abo. Ma- iorpo
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Kohler (1997) built on the work of
Showers and Joyce and found that
peer coaching allows reflection of
current practice and develops
leadership and collaboration. Whilst
Kohler used different procedures for
initiating and measuring the success
of peer coaching, his research
concurred with that of Shower and
Joyce (1996) that peer coaching has
the ultimate goal of developing,
refining and sustaining teaching
methodologies in order to meet
students diverse learning capabilities.
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nimoluptate etur? Quibus con conem vendam
eatet aborum nis quidebi ssitas et volupta ditior
rem et harci optasincim quo te sequasim quam
volupta ssequiamet asperionesto tem vendestint.
Ut aci te officit veni rehendit, que doluptam
que id magnat. Is autasit emporiatur sume
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Chapman (2008) examines the history and
cultural context of professional development
training for teachers and finds that whilst both
past and present professional development
training focus on enhancing skills, the
ideology is different. Today’s processional
development focuses on the unique
differences of the individual rather than the
similarities of the group which is why peer
coaching is seen as a favourable option.
Waddell (2005) and Chapman (2008) agree
that peer coaching is highly effective at
transferring newly acquired knowledge and
skills into teaching methodologies and
strategies. Waddell (2005) states that peer
coaching is used to close the gap between
what a “book knowledge” and “practical
knowledge”, also building upon the work of
Showers and Joyce (1982).
Waddell builds on this concept and adds the
question of the effectiveness of coaching
being hinged to the effectiveness of the
particular coach and highlights the need for
training for those in coaching roles.
Trautwein and Ammerman (2010) concur with
Waddell and suggest that peer coaching has
the ability to allow mastery to occur,
especially in new or pre-service teachers.
Further demonstrating this is the statistic of
80% of pre-service teachers in peer coaching
models meeting their two stated coaching
objectives.
Peer coaching foundations
7