THE IMPACT OF PEER COACHING ON MOROCCAN EFL TEACHERS: ENHANCING PROFESSIONAL DEVELOPMENT, MOTIVATION, AND REFLECTIVE PRACTICE

Raha Yassine, Abahlous Fatiha, Lahoual Mourad, Ben Mhamed Mohammed, El Ghouati Azize, Hdouch Youssef

Abstract


This study explores the effects of peer coaching on Moroccan EFL teachers' motivation, self-efficacy, and professional growth. Teachers' opinions and experiences with peer coaching are investigated through focus group talks. Peer coaching is considered a useful instrument for professional development, promoting reflective teaching methods and boosting teacher confidence, according to the findings. However, time constraints and inadequate training were mentioned as obstacles. We noticed that novice and experienced teachers differed in their excitement. Peer coaching can improve teacher development in Morocco and other similar educational situations, according to the study, provided that it receives institutional support.

 

Article visualizations:

Hit counter


Keywords


peer coaching, professional development, motivation, reflection

Full Text:

PDF

References


Abbasian, G. R., & Esmailee, M. K. (2018). Peer-coaching, EFL teacher's professional identity development and students' academic achievements. Theory and Practice in Language Studies, 8(1), 150-163. Retrieved from https://core.ac.uk/download/pdf/266995076.pdf

Afshar, H. S., & Doosti, M. (2022). Implementing and evaluating a peer-coached EFL teacher professional development program. Evaluation and Program Planning, 92, https://doi.org/10.1016/j.evalprogplan.2022.102096

Bagheridoust, E., & Jajarmi, H. (2009). Peer coaching to boost up teacher efficacy and professional development: A case study in teacher education. Iranian Journal of TEFLL, 1(2), 3-20. Retrieved from https://www.sid.ir/paper/325697/en

Brendle, J., R. Lock, and K. Piazza (2017). A Study of Co-teaching Identifying Effective Classrooms, International Journal of Inclusive Education, Retrieved from https://files.eric.ed.gov/fulltext/EJ1184155.pdf

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604. https://doi.org/10.1177/003172171109200622

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

Friend, M. (2015). Welcome to Co-teaching 2.0. Educational Leadership, 73(4): 16. Retrieved from https://eric.ed.gov/?id=EJ1084156

Guskey, T. R. (2000). Evaluating professional development. Corwin Press. Retrieved from https://books.google.ro/books/about/Evaluating_Professional_Development.html?id=CklqX4zgDtgC&redir_esc=y

Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127–150). San Francisco: Jossey-Bass. Retrieved from https://www.wiley.com/en-us/Teaching+as+the+Learning+Profession%3A+Handbook+of+Policy+and+Practice-p-9780787943417

Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-16.

Joyce, B., & Showers, B. (1980). Improving in-service training: The messages of research. Retrieved from https://ascd.org/el/articles/improving-inservice-training-the-messages-of-research

Joyce, B., & Showers, B. (2002). Designing training and peer coaching: Our needs for learning. Journal of Staff Development, 29(3).

Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage Publications. Retrieved from https://uk.sagepub.com/en-gb/eur/focus-groups/book243860

Melekhina, E. A., & Barabasheva, I. V. (2019, February). Peer Coaching as a Means of EFL Teachers’ Professional Development. In The International Conference Going Global through Social Sciences and Humanities (pp. 303-309). Cham: Springer International Publishing. Retrieved from https://link.springer.com/chapter/10.1007/978-3-030-11473-2_32#:~:text=Professional%20development%20course%20Peer%20Coaching,to%20another%2C%20to%20give%20necessary

National Staff Development Council. (2010). NSDC’s definition of professional development. Retrieved March 17, 2010, from http://nsdc.org/standfor/definition.cfmos/43980.htm.

Peters, D. A. (1993). Improving quality requires consumer input: Using focus groups. Journal of Nursing Care Quality, 7(2), 34-41. https://doi.org/10.1097/00001786-199301000-00006

Powell, W. (2005). Chapter 5: Collaboration. U.S. Department of State. Retrieved from http://www.state.gov/m/a/

Pratt, S. (2014). Achieving Symbiosis: Working Through Challenges Found in Co-Teaching to professional development: implementing co-teaching practices in general education. Teaching and Teacher Education, Volume 41, https://doi.org/10.1016/j.tate.2014.02.006

Robbins, P. (1991). How to plan and implement a peer coaching program. Association for Supervision and Curriculum Development. Retrieved from http://files.eric.ed.gov/fulltext/ED337881.pdf

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional children, 73(4), 392-416. https://doi.org/10.1177/001440290707300401

Semon, S., Lane, D., Jones, P., & Smith, S. M. (2020). Job-embedded professional development: implementing co-teaching practices in general education classrooms. International Journal of Inclusive Education, 1-16. Retrieved from https://doi.org/10.1080/13603116.2020.1821448

Sim, J. (1998). Collecting and analysing qualitative data: issues raised by the focus group. Journal of Advanced Nursing, 28(2), 345-352. Retrieved from https://doi.org/10.1046/j.1365-2648.1998.00692.x

Vaughn, S., Schumm, J. S., Sinagub, J., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Sage. Retrieved from https://sk.sagepub.com/books/focus-group-interviews-in-education-and-psychology

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad (Technical Report). Dallas, TX: National Staff Development Council. Retrieved March 17, 2010, from http://www.nsdc.org/news/NSDCstudytechnicalreport2009.pdf

Zepeda, S. J. (2013). The principal as instructional leader: A practical handbook. Routledge. Retrieved from https://www.routledge.com/The-Principal-as-Instructional-Leader-A-Practical-Handbook/Zepeda/p/book/9781596672215

Zepeda, S. J. (2018). Coaching in the context of job-embedded professional learning. In The job-embedded nature of coaching: Lessons and insights for school leaders at all levels (1st ed.).

Zhuo, Y., & Xia, J. (2014). On a new approach to professional development of rural teachers with the support of information technology. Journal of Southwest China Normal University. Natural Science Edition, 39(7)




DOI: http://dx.doi.org/10.46827/ejel.v9i5.5660

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).