Teacher professional development: an enquiry into how far the introduction of a programme of peer-to-peer coaching can improve teacher performance and well-being

Thesis

The purpose of this practitioner research was to understand the impact of the introduction of a programme of peer-to-peer coaching, in place of traditional observations and judgemental feedback, on the performance and well-being of teachers in a local authority maintained primary school.

Following some coaching training and working in traids, teachers undertook a programme of peer-to-peer coaching. Each was observed and coached in relation to a self-selected focus. Data was gathered at baseline and post-intervention via questionnaires and self-evaluation ratings of the quality of teaching against agreed indicators.

Responses describe coaching as a more positive, developmental practice than traditional observations that moved practice forward more effectively, with specific metacognitive and collaborative features highlighted as being instrumental. Limitations of both traditional observations and relating to the coaching programme were exposed.

Data is restricted to teachers perceptions of impact as reported effects were not verified by any other means. Within this context, it is possible to make recommendations relating to successful implementation of peer coaching for professional development and the role of other forms of observation and feedback.

Authors: Norris, L

• DOI: 10.5287/ora-be7z6amqn
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2018
• Subjects: Education