The effect of peer coaching on teachers’ digital storytelling based teaching practices

Abstract

The research aims to explore the influence of peer coaching on the lesson planning and implementation processes based on the digital storytelling method. The case-study research involved 12 week peer coaching initiative focused on lesson planning and implementation based on the digital storytelling method with two teachers. In the research, data were collected through interviews, meeting reflection forms, lesson-planning rubrics and lesson observation forms; content analysis was used in the analysis of the data. The overall conclusion drawn from this research suggests that the implementation of peer coaching positively influences the lesson planning and implementation process. Furthermore, the peer coaching process can serve as an effective strategy for facilitating professional development and providing the emotional support that is essential for teachers. Given the research outcomes, it is suggested that more extended periods of peer coaching cycles, reiterated more than once, should be implemented, and the impact of these practices on student learning should be further explored.

Keywords

• teacher professional development
• peer coaching
• digital storytelling

Meslektaş koçluğunun dijital öykülemeye dayalı öğretim uygulamalarına yansımaları

Abstract

Araştırma, meslektaş koçluğunun dijital öyküleme yöntemini temel alan bir dersin planlanma ve uygulama sürecine etkisini belirlemeyi amaçlamaktadır. Durum çalışması ile yürütülen araştırmada, iki öğretmenle 12 hafta süresince dijital öykü yöntemine dayalı bir dersin planlanması ve uygulanması konusunda meslektaş koçluğu uygulaması gerçekleştirilmiştir. Araştırmada veriler, görüşme formları, toplantı yansıtma formları, ders planı puanlama anahtarı ve ders gözlem formu ile toplanmış; verilerin analizinde içerik analizi kullanılmıştır. Araştırmada ulaşılan sonucun, meslektaş koçluğunun bir dersin planlanma ve uygulama sürecine olumlu etkisi olduğuna, yaklaşımın bir mesleki gelişimi sağlama yolu olarak kullanılabileceğine ve özellikle öğretmenlerin ihtiyaç duyduğu duygusal desteği sağlamada önemli bir katkı sağlayacağına işaret ettiği söylenebilir. Araştırmada ulaşılan sonuçlardan hareketle meslektaş koçluğu döngüsünün birden fazla kez tekrarlanması, daha uzun süreli uygulamalar yapılması, bu uygulamaların öğrenci öğrenmelerine etkisinin incelenmesi önerilebilir.

Keywords

• öğretmen mesleki gelişimi
• meslektaş koçluğu
• dijital öyküleme

References

1. Al-Balushi, H. M. A., & Mat-Saad, N. S. (2021). Improving classroom observation through training: A qualitative study in college of technology in Oman. Arab World English Journal, 12(4), 415-425. doi: 10.2139/ssrn.3998663
2. Alsaleh, A., Alabdulhadi, M., & Alrwaished, N. (2017). Impact of peer coaching strategy on pre-service teachers’ professional development growth in Kuwait. International Journal of Educational Research, 86, 36-49. doi: 10.1016/j.ijer.2017.07.011
3. Amalia, L. L., & Imperiani, E. D. (2013). Mentor coaching to help preservice teachers in designing an effective lesson plan. Indonesian Journal of Applied Linguistics, 2(2), 275-280. doi: 10.17509/ijal.v2i2.171
4. Anderson, N. A., Barksdale, M. A., & Hite, C. E. (2005). Preservice teachers' observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
5. Arslan Dönmez, S. (2020). Mesleki gelişim temelli akran koçluğu uygulamasına ilişkin bir inceleme (A review of peer coaching practice based on professional development). (Master’s thesis). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi. (Order No. 657237)
6. Ash, G. E., Jr. (2010). How math coaching affects the development of math teachers (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 746855969)
7. Avan, Y. (2021). Öğretimsel denetimde akran koçluğu ve portfolyo uygulaması yoluyla öğretmenlerin sınıf ortamında geliştirilmesine yönelik bir eylem araştırması (An action research to improve teachers in the classroom setting through peer coaching and portfolio practices in instructional supervision). (Doctoral dissertation). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi. (Order No. 670102)
8. Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49.

9. Bümen, T. N., Ateş, A., Çakar, E., Ural, G., & Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler [Professional development of teachers in the Turkish context: Problems and recommendations]. The Journal of National Education, 42(194), 31-50.
10. Burkhart, G. D. (2004). The effect of peer coaching on teachers' perceptions of their training in implementing guided reading practices (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 305057479)
11. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Publishing.
12. Castañeda-Londoño, A. (2017). Exploring English teachers’ perceptions about peer-coaching as a professional development activity of knowledge construction. HOW, 24(2), 80-101. doi: 10.19183/how.24.2.345
13. Chapman, K. L. (2008). Collegial coaching: Teacher acceptance of a model (Doctoral distertation) Available from ProQuest Dissertations and Theses database. (UMI No. 304497794)
14. Çolak, E. (2017). Teachers' experiences in a professional learning community on the constructivist lesson planning: A case study among primary school teachers. Education and Science, 42(190), 189-109. doi: 10.15390/EB.2017.6911
15. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3. baskıdan çeviri). (T. Özsevgeç). In M. Bütün & S. B. Demir (Eds.), Data Collection (pp. 147-180). Ankara: Siyasal Publishing.
16. Dağ, F. (2016). Examination of the professional development studies for the development oftechnological competence of teachers in Turkey in the context of lifelong learning. International Journal of Human Sciences, 13(1), 90-111. doi: 10.14687/ijhs.v13i1.3523
17. Diaz-Maggioli, G. (2004). Teacher-centered professional development. Alexandria, the USA: Association for Supervision and Curriculum Development.
18. Doğan, B. (2007). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 304849186)
19. DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.
20. DuFour, R., & Eacker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: National Educational Services.
21. Giles, M., Baker, S. F., & Willis, J. M. (2020). Pre-service teachers’ peer mentoring experience and its influence on technology proficiency. Mentoring & Tutoring: Partnership in Learning, 28(5), 602-624. doi: 10.1080/13611267.2020.1859329
22. Gözen, G., Cırık, İ., Çolak, E., & Yabaş, D. (2018). Guidelines for digital storytelling in early childhood education. Stories (Report No: 2015-1-IT02-KA201-015118). Erasmus + KA2-Cooperation for innovation and the exchange of good practices.
23. Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
24. Hendriks, M. A., Luyten, H., Scheerens, J., Sleegers, P., & Steen, R. (2010). Teachers' professional development: Europe in international comparison. Luxembourg: Office for Official Publications of the European Union. doi: 10.2766/63494
25. Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-19. doi: https://doi.org/10.53761/1.9.1.7
26. Hohensee, C., & Lewis, W. E. (2019). Building bridges: A cross-disciplinary peer-coaching self-study. Studying Teacher Education, 15(2), 98-117. doi: 10.1080/17425964.2018.1555525
27. Hord, S. M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
28. Hord, S. M. (2009). Professional learning communities’ educators work together toward a shared purpose. Journal of Staff Development, 30(1), 40-43.
29. Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2021). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education, 51(6), 1569-1592. doi: 10.1007/s11165-019-9839-7
30. Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751. doi: 10.1016/j.compedu.2010.07.020
31. Jao, L. (2013). Peer coaching as a model for professional development in the elementary mathematics context: Challenges, needs and rewards. Policy Futures in Education, 11(3), 290-298. doi: 10.2304/pfie.2013.11.3.290
32. Karakaya Cırıt, D., & Aydemir, S. (2020). The effect of self-reflection activities on preservice science teachers’ classroom teaching practices. Journal of Computer and Education Research, 8(15), 28-40. doi: 10.18009/jcer.636037
33. Keiler, L. S., Diotti, R., Hudon, K., & Ransom, J. C. (2020). The role of feedback in teacher mentoring: How coaches, peers, and students affect teacher change. Mentoring & Tutoring: Partnership in Learning, 28(2), 126-155. doi: 10.1080/13611267.2020.1749345
34. Kohler, F. W., Crilley, K. M., Shearer, D. D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90(4), 240-250. doi: 10.1080/00220671.1997.10544578
35. Kohler, F. W., McCullough, K. M., & Buchan, K. A. (1995). Using peer coaching to enhance preschool teachers' development and refinement of classroom activities. Early Education and Development, 6(3), 215-239. doi: 10.1207/s15566935eed0603_2
36. Leon, S., & Raude, D. (2018, December). Empowering educators with effective facilitation skills and structures for professional learning communities. Learning Forward Annual Conference, Dallas.
37. Lyke, B. J. (2002). An evaluation of a peer-coaching program for high school teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No: 276634542)
38. McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: strategic opportunities for meeting the nation's educational goals. Washington. DC: Center for Research on the Context of Secondary School Teaching.
39. Ministiry of National Education. (2017). Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, Ulusal Öğretmen Strateji Belgesi 2017-2023 (National Teacher Strategy Paper 2017-2023). Retrieved from https://oygm.meb.gov.tr/www/ogretmen-strateji-belgesi/icerik/406
40. Mom, P. (2012). The benefits and challenges for Cambodian teachers implementing peer coaching (Master’s thesis). Available from Victoria University of Wellington Thesis. (ID. 142839303)
41. Murawski, C. M. (2019). The role of content-focused coaching in fostering ambitious mathematics teaching practices in elementary classrooms (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 2359359466)
42. Myers, C. B. (April, 1996). University-school collaborations: A need to reconceptualize schools as professional learning communities instead of partnerships. Annual Meeting of the American Educational Research Association, New York.
43. Neubert, G. A., & McAllister, E. (1993). Peer coaching in preservice education. Teacher Education Quarterly, 20(4), 77-84. http://www.jstor.org/stable/23475601 adresinden erişilmiştir.
44. Nóvoa, A. (2013). Teachers: How long until the future? In M. A. Flores, A. A. Carvalho, F. I. Ferreira, & M. T. Vilaça (Eds.), Back to the Future (pp. 29-37). Rotterdam: Sense Publishers.
45. O’Connor, D. L., & Ertmer, P. A. (2006). Today’s coaches prepare tomorrow’s mentors: Sustaining and growing teacher success. Academy of Educational Journal, 10(2), 97-112.
46. Ostovar-Nameghi, S. A., & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 197-205.
47. Patton, M. Q. (2014). Qualitative research & Evaluation methods (Translation from 3rd edition). (Y. Dede, F. I. Bilican, Trans.) M. Bütün, S. Beşir Demir (Trans. Eds). Strategic themes in qualitative research (37-74). Ankara: Pegem Publishing.
48. Pollara, J. (2012). Peer coaching: Teachers as leaders, teachers as learners (Doctoral dissertation). Available from Pro-Quest Dissertations and Theses database. (UMI No. 3503289)
49. Prince, T., Snowden, E., & Matthews, B. (2010). Utilising peer coaching as a tool to improve student-teacher confidence and support the development of classroom practice. Literacy Information and Computer Education Journal, 1(1), 49-51.
50. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
51. Rincon, B. (2020). Collaborative coaching for sharing teaching practices: Implementation of a peer coaching model in an independent school (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 27830495)
52. Robin, B. (2006). The educational uses of digital storytelling. C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 709-716). Orlando, Florida.
53. Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal, 89(4), 421-439.
54. Sabilah, F., Abidasari, E., & Husamah, H. (2021). Teacher professional education coaching to produce high quality lesson plan. Journal of Community Service and Empowerment, 2(1), 13-21. doi: 10.22219/jcse.v2i1.15905
55. Showers, B. (1985). Teachers coaching teachers. Educational leadership, 42(7), 43-48.
56. Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational leadership, 53, 12-16.
57. Slater, C. L., & Simmons D.L. (2001). The design and implementation of a peer coaching program, American Secondary Education, 29(3), 67-76.
58. Smith, M. (2016). How it feels to be coached: Teacher perception of coaching and emotional response to the coach (Doctoral dissertation). University of Connecticut OpenCommons. (ID.1294).
59. Sparks, G. M., & Bruder, S. (1987). Before and after peer coaching. Educational leadership, 45(3), 54-57.
60. Truesdale, T. W. (2003). The implementation of peer coaching on the transferability of staff development to classroom practice in two selected Chicago public elementary schools (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3112185)
61. Vacilotto, S., & Cummings, R. (2007). Peer coaching in TEFL/TESL programmes. ELT Journal, 61(2), 153-160.
62. Whipp, P. R., & Pengelley, R. (2017). Confidence building through peer observation of teaching and peer coaching in university departments: A good investment for some and not others. International Journal of Mentoring and Coaching in Education, 6(2), 99-115. doi: 10.1108/IJMCE-07-2016-0059
63. Yalçın Arslan, F., & İlin, G. (2013). Effects of peer coachıng for the classroom management skills of teachers. Journal of Theory and Practice in Education, 9(1), 43-59.
64. Yıldırım, A., & Şimşek, N. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Publishing.
65. Yoğun, M. S. (2020). Sürekli mesleki gelişim programında akran koçluğu yoluyla ders gözleminin analizi: Öğretmenlerin mesleki gelişim algıları, etkililik ve geri bildirim (Analysis of lesson observation through peer coaching in a continuing professional development program: Teachers' perceptions of professional development, effectiveness and feedback). (Master’s thesis). Available from Yükseköğretim Kurulu Ulusal Tez Merkezi. (Order No. 628592)