원문정보
초록
영어
As demand for ongoing teacher professional development grows, interest in peer coaching through teacher observations has been on the rise. One hindrance to the successful implementation of peer coaching has been teachers’ general lack of ability to analyze their peers’ lessons and provide useful feedback. We implemented an online peer-coaching program for five Korean primary school English teachers, aiming to better understand the nature of the teachers’ abilities to observe, analyze, and exchange feedback in order to enhance their self-reflection and mutual learning. We found that, in peer coaching, teachers need to (a) engage in internal dialogues using their own knowledge and experience to interpret their peers’ behaviors and intentions (which we refer to as intradialogues) and then (b) verbalize their intradialogues, in the process dynamically modifying and negotiating the content with others (referred to as interdialogues). A qualitative examination of both types of dialogues over a 4- month period revealed the abilities necessary for effective peer coaching. Such abilities, which we call dialogic competence, comprise attitudinal elements and actional elements.
목차
Introduction
Literature Review
Peer Coaching: Venue for Reciprocal Learning
Online TPD
Dialogic Competence in Peer Coaching
Methods
Participants
Procedure
Analysis
Findings and Discussions
Research Question 1: What Are the Components of Dialogic Competence?
Being aware of one’s own bias in observation
Non-egocentric participation and consideration for peers’ feelings
Openness to change
Dialogic competence: Progression along the monological–dialogical continuum
Research Question 2: What External Factors Influence Dialogic Processes in Online Peer Coaching?
Anonymity: Providing a safe zone for dialogues as well as potentially limiting meaningful dialogues
Criticalness: Being contextually defined and influenced by teachers’ L2 proficiency
Conclusions and Implications
The Authors
References