“PEER COACHING” TECHNOLOGY (CLASSIFICATION PARAMETERS)
DOI: 10.23951/2307-6127-2017-4-132-141
The paper presents the analytical review and gives classification parameters of the educational technology “Peer Coaching” (aims and goals, steps, forms of activity, etc.), it offers variants of its effective implementation in the work of high school teachers, shows some difficulties they might face while working with the technology and offers some practical guidelines of the most appropriate and efficient ways how to implement it in the teaching process of Russian Federation higher education. The study proves that “Peer Coaching” is one of the most successful technologies for the development of university teaching staff, that has the goal to advance the professionalism of teachers by training them to facilitate frequent, informal, helpful observations by one professional educator to another, to provide necessary rationale feedback and coach each other. The article shows that this is a simple, nonthreatening structure designed for peers to help each other to recognize their professional needs, improve instruction, learning situations or other teachers’ professional activity including even scientific research. “Peer Coaching” technology promotes not just the culture of collegiality among university teaching staff, it also offers many opportunities for their own professional development, which will do much to improve the quality of university education, restore friendly classroom environment and contribute to their own professional success.
Keywords: educational technology, professional development, university teaching staff, Peer Coaching
References:
1. Gur’ye L. I. Tekhnologii razvitiya professional’noy kompetentnosti prepodavatelya vuza [Technology of development of professional competence of the university teacher]. Kazan’, Shkola Publ., 2010. 256 p. (in Russian).
2. Zeer E. F. Psikhologiya professional’nogo razvitiya [Psychology of professional development]. Moscow, Akademiya Publ., 2006. 240 p. (in Russian).
3. Levina M. M. Tekhnologii professional’nogo pedagogicheskogo obrazovaniya: ucheb. posobiye [Technologies of professional teacher education: textbook]. Moscow, Akademiya Publ., 2001. 272 p. (in Russian).
4. Barabasheva I. V. Rol’ “nastavnichestva” i “professional’nogo sodeystviya” v professional’nom razvitii prepodavatelya inostrannogo yazyka [The role of “mentoring” and “peer coaching” in foreign language teacher professional development]. Sibirskiy pedagogicheskiy zhurnal – Siberian Pedagogical Journal, 2012, no. 7, pp. 76–80 (in Russian).
5. Barabasheva I. V. Puti professional’nogo razvitiya prepodavatelya inostrannogo yazyka v vuze [Ways of professional development of a foreign language teacher in higher education]. Mezhkul’turnaya kommunikatsiya: lingvisticheskiye i lingvodidakticheskiye aspekty: sb. materialov 3-y mezhdunar. nauch.-metod. konf. [Intercultural communication: linguistic and linguodidactic aspects: collection of materials of the 3rd Intern. scientific-method. conf.]. Novosibirsk, NSTU Publ., 2012. Pp. 84–91 (in Russian).
6. Barabasheva I. V. Tekhnologiya “Peer Coaching” v professional’noy deyatel’nosti prepodavatelya vuza [Technology “Peer Coaching” in the professional activity of the university teacher]. Nauka. Tekhnologii. Innovatsii [Science. Technologies. Innovations: collection of scientific works: 9 parts]. Novosibirsk, NSTU Publ., 2015, part 8, pp. 89–90 (in Russian).
7. Selevko G. K. Traditsionnaya pedagogicheskaya tekhnologiya i eye gumanisticheskaya modernizatsiya [Traditional pedagogical technology and its humanistic modernization]. Мoscow, Shkol’nyye tekhnologii Publ., 2005. 144 p. (in Russian).
8. Professional’nyy standart “Pedagog professional’nogo obucheniya, professional’nogo obrazovaniya i dopolnitel’nogo professional’nogo obrazovaniya” [Professional standard “Teacher of vocational training, vocational education and additional vocational education”]. URL: http://www.consultant.ru/document/cons_doc_LAW (accessed 20 February 2017) (in Russian).
9. Showers B. Teachers coaching teachers. Educational Leadership. April, 1985, vol. 42, pp. 43–49.
10. Richards C. J., Farrell T. S. C. Professional development for language teachers: strategies for teachers learning. NY, USA, Cambridge University Press, 2005. 202 p.
11. Gottesman L. B. Peer coaching for educators. 2nd ed. Lanham, Maryland and London, The Scarecrow Press, Inc. Technomic Books, 2000. 162 p.
12. Joyce B., Showers B. Student achievement through staff development. VA, ASCD, 2002. 230 p.
13. Metodicheskiye rekomendatsii po razrabotke osnovnykh professional’nykh obrazovatel’nykh programm i dopolnitel’nykh professional’nykh programm s uchetom sootvetstvuyushchikh professional’nykh standartov [Methodical recommendations for the development of basic professional educational programs and additional professional programs, according to the relevant professional standards]. URL: http://docs.cntd.ru/document/420264612 (accessed 15 April 2017) (in Russian).
14. Lebedeva E. A. Metodiki dlya analiza sobstvennoy pedagogicheskoy deyatel’nosti: uchebno-metodicheskoye posobiye dlya prepodavateley [Methods for analyzing one’s own pedagogical activity: a teaching aid for teachers]. Novosibirsk, NSTU Publ., 2006. 42 p. (in Russian).
( 375.28 kB ) 
( 364.65 kB )
Issue: 4, 2017
Series of issue: Issue 4
Rubric: TEACHER TRAINING AT UNIVERSITY
Pages: 132 — 141
Downloads: 696