An Action Research on Elementary Teachers in Promoting Teaching Effectiveness via Peer Coaching

• Main Authors: Shin-yun Wu, 吳詩芸
• Other Authors: Chin-Tsai Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/12580927491577428267

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The action research tried to promote a teacher’s teaching effectiveness by using peer coaching under five criteria: teaching comprehension, multiple techniques, effective communication, classroom management, and targeting. After each observation, the researcher had conversation with the observer about how to achieve high teaching effectiveness by following the procedure of reflection, modification, teaching, reviewing, and re-teaching. The data was collected from observer’s feedback, meeting record, teaching videos, students’ work sheets, and researcher’s reflection notes in order to explore the process of peer coaching, promotion of teaching effectiveness, factors of practice and feedback from peer coaches and students. Finally, the results can be references for those trying to practice peer coaching. The results are as follows: 1. The procedure of peer coaching is demanding, questioning, planning, meeting, classroom observation, conversation, modification, reviewing, and conclusion. 2. Peer coaching based on mutual trust between researchers and observers, structural preparation and coordination of time. 3. The difficulties in practicing peer coaching are: time-taking conversation in achieving a consensus and observer’s recognition about teaching effectiveness and experiences. 4. Strategies in promoting teaching effectiveness via peer coaching include sharing, questionnaires, and reflection. 5. Factors influencing peer coaching are: willingness of teachers, efforts of peer coaches, administrative support and choice of research tools. 6. The researcher comprehended the process of peer coaching and the meaning of effective teaching and had improved teaching techniques. 7. The peer coach claimed that teaching takes efforts and needs improving whatever their teaching experiences are. 8. Students agreed that they learned the target lesson with multiple learning styles and appropriate teaching techniques. Finally, there are some concrete suggestions proposed to teachers, peer coaches, future researches, elementary schools, and teacher’s colleges.