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Abstract

The present study aims to examine the probable effects of peer-coaching on the classroom management skills of English Language Teachers at University level. In order to find out about the issue, a semi-structured interview was held with six teachers of English. Ideas gained by means of a search through related literature and data gathered from the interviews, a classroom management checklist consisting of 21 items, was utilized. Then one class-hour of each participating teacher was videotaped and each teacher was invited to observe her/his peers’ classes on the basis of the checklist prepared. After watching the videos, they gave feedback to each other. Three weeks later, the same procedure was followed with the same checklist. The results reached by the two checklists were compared and contrasted in order to find out whether there was a significant difference between the first and the second lessons conducted by each of the participating teachers. Later interviews were made with the peers for triangulation purposes. The results reveal that peer coaching can be used as an effective model for teachers to develop their teaching practice, especially when implemented for longer periods of time, as the participant teachers suggested at the end of the study.

Keywords

• Peer coaching, classroom management, teacher

Meslektaş Koçluğunun Öğretmenlerin Sınıf Yönetimi Becerileri Üzerindeki Etkileri

Abstract

Bu çalışma, meslektaş koçluğunun Üniversite düzeyinde İngilizce Öğretmenlerinin sınıf yönetimi becerileri üzerinde olası etkilerini incelemeyi amaçlamaktadır. Konuyla ilgili bilgi almak için, altı İngilizce öğretmeniyle yarı yapılandırılmış bir röportaj yapıldı. İlgili literatürden alınan fikirler ve röportajdan alınan veriyle oluşturulan 21 maddeli bir kontrol listesi kullanıldı. Daha sonra çalışmaya katılan her öğretmenin birer saatlik dersi kaydedildi ve hazırlanan kontrol listesi temel alınarak her öğretmen bir meslektaşının dersini gözlemlemeye davet edildi. Videoları izledikten sonra, öğretmenler birbirlerine dönüt verdiler. Üç hafta sonra, aynı kontrol listesiyle aynı prosedür izlendi. Her katılımcı öğretmenin uyguladığı birinci ve ikinci dersleri arasında anlamlı bir farklılık olup olmadığını öğrenmek için iki listeden alınan sonuçlar benzerlikleri ve farklılıkları açısından kıyaslandı. Daha sonra üçleme amacıyla öğretmenlerle röportajlar yapıldı. Sonuçlar, katılımcıların da çalışmanın sonunda önerdikleri gibi, meslektaş koçluğunun, özellikle daha uzun vadelerde uygulandığında, öğretmenlerin öğretmenlik uygulamalarını geliştirmede etkili bir model olarak kullanılabileceğini ortaya çıkardı.

Keywords

• Meslektaş koçluğu, sınıf yönetimi, öğretmen

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