Opinions of Beginning Teachers on Peer Coaching

Öz

The aim of this study is to determine the views of beginning teachers on peer coaching. Phenomenology, one of the qualitative research designs, was used in the study. The study group consisted of 21 teachers working in the 2023-2024 academic year. Data were collected through a semi-structured interview form and were analyzed using thematic content analysis. According to the findings, the participants perceived peer coaching as transferring information about paperwork, transferring information about classroom management, sharing field-specific knowledge, and transferring information about the school and the environment. In terms of the contributions of peer coaching to professional life, it was found that the views of the participants were grouped under the headings of experience, self-confidence, collegial relations and reflective thinking. The difficulties encountered in peer coaching practice were identified as the coaching teacher being from a different branch, difficulty in criticizing observations, incomplete information transfer and reluctance to coach. Participants suggested that the coaching teacher should be from the same branch as the new teacher, that the new teacher should observe the lessons, and that volunteer teachers should provide coaching.

Anahtar Kelimeler

• Peer coaching
• coach teacher
• beginning teacher

Göreve Yeni Başlayan Öğretmenlerin Akran Koçluğuna İlişkin Görüşleri

Öz

Bu çalışmanın amacı, göreve yeni başlayan öğretmenlerin akran koçluğuna ilişkin görüşlerini belirlemektir. Çalışmada nitel araştırma desenlerinden fenomenoloji kullanılmıştır. Araştırmanın çalışma grubunu, 2023-2024 eğitim ve öğretim yılında görev yapan 21 öğretmen oluşturmaktadır. Çalışma sürecinde veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve toplanan veriler tematik içerik analizi tekniğiyle analiz edilmiştir. Çalışmanın bulgularına göre, katılımcıların akran koçluğunu, evrak işleri ile ilgili bilgi aktarımı, sınıf yönetimine ilişkin bilgi aktarımı, alana özgü bilgi paylaşımı, okul ve çevreye ilişkin bilgi aktarımı olarak algıladığı görülmüştür. Akran koçluğunun meslek hayatına sağladığı katkılar açısından, katılımcı görüşlerinin tecrübe, özgüven, meslektaş ilişkileri ve yansıtıcı düşünme başlıkları altında toplandığı saptanmıştır. Akran koçluğu uygulamasında karşılaşılan zorluklar ise koçluk yapan öğretmenin farklı branştan olması, gözlemlere ilişkin eleştiri yapmakta zorlanma, eksik bilgi aktarımı ve koçluk yapmaya isteksiz olunması olarak belirlenmiştir. Katılımcılar karşılaşılan zorluklara yönelik, koç öğretmenin görevine yeni başlayan öğretmenle aynı branşa sahip olması, görevine yeni başlayan öğretmenin ders gözlemi yapması, gönüllü öğretmenlerin koçluk yapması gibi öneriler sunmuşlardır.

Anahtar Kelimeler

• Akran koçluğu
• koç öğretmen
• göreve yeni başlayan öğretmen

Kaynakça

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