The effect of a combination of peer coaching and research lessons on Physical Science teachers

Abstract

This paper describes one part of a long-term study aimed at developing and testing a model for holistic teacher development. Phase 1 involved obtaining baseline data, Phase 2 involved constructing the model and Phase 3 trialling elements of the model identified in Phase 2. Three dimensions, namely content knowledge, teaching approaches and professional attitudes were identified to develop simultaneously.

One of the proposed elements of the model was the need for peer support for teachers. This was found to be of particular importance for teachers studying by distance learning. In order to structure peer support, a combination of peer coaching and what is known as “research lessons” or “lesson study” in Japan were introduced. Teachers were asked to write out a lesson that was going to be observed by a peer, answer questions on how his/her experience of being observed by a peer and indicate what came out of the discussion after the lesson. The peer in return was asked to observe the lesson, give feedback as well as report on what came out of the discussion after the lesson.

When the teacher’s reflection on the lesson was compared with the peer’s reflection and the information on the teacher’s perception of the peer’s interaction, it was found that peer coaching is useful and in all the cases it was proposed that this intervention must continue. We proposed and found that peer support can help teachers in the classroom to use different teaching strategies, deepen their content knowledge and become reflective practitioners.