Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection
The purpose of this study was to examine pre-service physical education teachers’ perceptions of peer coaching as a tool for reflection, and their reflectivity on their microteaching peer coaching experiences. Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 stud...
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Veröffentlicht in: | The Asia-Pacific education researcher 2013-05, Vol.22 (2), p.147-154 |
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description | The purpose of this study was to examine pre-service physical education teachers’ perceptions of peer coaching as a tool for reflection, and their reflectivity on their microteaching peer coaching experiences. Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. The findings supported that peer coaching can be a viable tool to initiate and sustain teacher candidates’ reflection. |
doi_str_mv | 10.1007/s40299-012-0007-3 |
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Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. 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Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. The findings supported that peer coaching can be a viable tool to initiate and sustain teacher candidates’ reflection.</abstract><cop>Singapore</cop><pub>Springer Singapore</pub><doi>10.1007/s40299-012-0007-3</doi><tpages>8</tpages></addata></record> |
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subjects | Barriers Coaches & managers Coaching (Performance) Education Educational Policy and Politics Instruction International and Comparative Education Interviews Learning and Instruction Methods Courses Microteaching Peer relationships Peer Teaching Physical education Physical Education Teachers Planning Preservice Teachers Program Effectiveness Reflection Secondary School Teachers Sociology of Education Student Attitudes Student Journals Teacher education Teaching Methods |
title | Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection |
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