BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 9 Sayı: 1, 43 - 59, 08.03.2013

Fadime Arslan , Gülden İlin

Öz

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.

Anahtar Kelimeler

Peer coaching classroom management teacher

Kaynakça

  • Atay,D.(2006).Teachers' Professional development: partnerships in research. The Electronic Journal for English as a Second Language, 10 (2).
  • Ellis, J.L. (1996).Increasing faculty collaboration through peer coaching: Conditions and consequences Retrieved from Pro-Quest Dissertations & Theses.
  • Goker, S.D.(2006).Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
  • Guiney, E. (2001). Coaching isn't just for athletes: the role of the teacher. Phi Delta Kappan, 82(10), 740-74.Retrieved from http://pdkintl.org/ka ppan/k0106gui.htm.
  • Hasbrouck, J.E.(1997).Mediated peer coaching for training pre-service teachers. The Journal of Special Education, 31(2), 251-271.
  • Hudson, P., Miller, S., Salzberg, C.,&Morgan, R. (1994).The role of peer coaching in teacher education programs. Teacher Education and Special Education, 17(4), 224-235.
  • Huston, T. and Weaver,C. L. (2008).Peer coaching: professional development for experienced faculty. Innov High Educ, 33, 5-20.
  • Kohut.G, Burnap,C. and Yon, M., (2007). Peer observation of teaching: perceptions of the observer and the observed. College Teaching, 55(1), 19-25.
  • Lu, H.S.(2010).Research on peer coaching in pre-service teacher education – a review of literature. Teaching and Teacher Education, 26, 748–753. Matos, Belgica Nina.Peer coaching for improvement on learning and teaching.Retrieved from http://peercoachingpd.wikispaces.com/ Peer+Coaching+Mode
  • Morgan,R.,L.,Menlove,R.,Salzberg,C.,L.and Hudson,P.(1994).Effects of peer coaching on the acquisition of direct instruction skills by low performing pre-service teachers.Journal of Special Education, 28(1), 59MurphY, A.C. (2012). Peer coaching as an efficacy enhancing alternative to traditional teacher evaluation. PhD Thesis. Walden University.US. University of Alberta (2008). Peer Review-Classroom Observation. Edmonton, Canada University Teaching Service.Retrieved from http:// www.ualberta.ca/uts .
  • Pollara, J.(2012). Peer coaching: teachers as leaders, teachers as learners. Unpublished PhD Dissertation.The College of Saint Elizabeth.US. Retrieved from Pro-Quest Dissertations & Theses.
  • Richardson, V. & Placier, P. (2001) Teacher change, in: V. Richardson (Ed.) Handbook of research on teaching In Zwart, R.C, T. Wubbels, T. C., Bergen, M.,and Bolhuis, S.(2007). Experienced teacher learning within the context of reciprocal peer coaching.Teachers and Teaching: theory and practice,13(2).165–187.
  • Robbins, P.(1991) How to plan and implement a peer coaching program. Alexandria, VA:ASCD. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED 33 7881 .
  • Zwart,R.C, T. Wubbels, T. C., Bergen, M.,and Bolhuis,S.(2007).Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching: theory and practice,13(2),165–187.
  • Zwart,R.C, Wubbels, Th, Bolhuis, S. and Bergen, Th, C.M. (2008). Teacher learning through reciprocal peer coaching: an analysis of activity sequences, Teaching and Teacher Education, 24, 982–1002.

Meslektaş Koçluğunun Öğretmenlerin Sınıf Yönetimi Becerileri Üzerindeki Etkileri

Yıl 2013, Cilt: 9 Sayı: 1, 43 - 59, 08.03.2013

Fadime Arslan , Gülden İlin

Öz

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.

Anahtar Kelimeler

Meslektaş koçluğu sınıf yönetimi öğretmen

Kaynakça

  • Atay,D.(2006).Teachers' Professional development: partnerships in research. The Electronic Journal for English as a Second Language, 10 (2).
  • Ellis, J.L. (1996).Increasing faculty collaboration through peer coaching: Conditions and consequences Retrieved from Pro-Quest Dissertations & Theses.
  • Goker, S.D.(2006).Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
  • Guiney, E. (2001). Coaching isn't just for athletes: the role of the teacher. Phi Delta Kappan, 82(10), 740-74.Retrieved from http://pdkintl.org/ka ppan/k0106gui.htm.
  • Hasbrouck, J.E.(1997).Mediated peer coaching for training pre-service teachers. The Journal of Special Education, 31(2), 251-271.
  • Hudson, P., Miller, S., Salzberg, C.,&Morgan, R. (1994).The role of peer coaching in teacher education programs. Teacher Education and Special Education, 17(4), 224-235.
  • Huston, T. and Weaver,C. L. (2008).Peer coaching: professional development for experienced faculty. Innov High Educ, 33, 5-20.
  • Kohut.G, Burnap,C. and Yon, M., (2007). Peer observation of teaching: perceptions of the observer and the observed. College Teaching, 55(1), 19-25.
  • Lu, H.S.(2010).Research on peer coaching in pre-service teacher education – a review of literature. Teaching and Teacher Education, 26, 748–753. Matos, Belgica Nina.Peer coaching for improvement on learning and teaching.Retrieved from http://peercoachingpd.wikispaces.com/ Peer+Coaching+Mode
  • Morgan,R.,L.,Menlove,R.,Salzberg,C.,L.and Hudson,P.(1994).Effects of peer coaching on the acquisition of direct instruction skills by low performing pre-service teachers.Journal of Special Education, 28(1), 59MurphY, A.C. (2012). Peer coaching as an efficacy enhancing alternative to traditional teacher evaluation. PhD Thesis. Walden University.US. University of Alberta (2008). Peer Review-Classroom Observation. Edmonton, Canada University Teaching Service.Retrieved from http:// www.ualberta.ca/uts .
  • Pollara, J.(2012). Peer coaching: teachers as leaders, teachers as learners. Unpublished PhD Dissertation.The College of Saint Elizabeth.US. Retrieved from Pro-Quest Dissertations & Theses.
  • Richardson, V. & Placier, P. (2001) Teacher change, in: V. Richardson (Ed.) Handbook of research on teaching In Zwart, R.C, T. Wubbels, T. C., Bergen, M.,and Bolhuis, S.(2007). Experienced teacher learning within the context of reciprocal peer coaching.Teachers and Teaching: theory and practice,13(2).165–187.
  • Robbins, P.(1991) How to plan and implement a peer coaching program. Alexandria, VA:ASCD. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED 33 7881 .
  • Zwart,R.C, T. Wubbels, T. C., Bergen, M.,and Bolhuis,S.(2007).Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching: theory and practice,13(2),165–187.
  • Zwart,R.C, Wubbels, Th, Bolhuis, S. and Bergen, Th, C.M. (2008). Teacher learning through reciprocal peer coaching: an analysis of activity sequences, Teaching and Teacher Education, 24, 982–1002.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Fadime Arslan

Gülden İlin

Yayımlanma Tarihi 8 Mart 2013
Gönderilme Tarihi 8 Mart 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 1

Kaynak Göster

APA Arslan, F., & İlin, G. (2013). Meslektaş Koçluğunun Öğretmenlerin Sınıf Yönetimi Becerileri Üzerindeki Etkileri. Eğitimde Kuram Ve Uygulama, 9(1), 43-59.