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Home > Society and Social Sciences > Education > Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development: (English)
Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development: (English)

Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development: (English)

          
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About the Book

This dissertation, "Peer Coaching in Action Research as a Lived Practice for Teacher Professional Development" by Hoi-shan, Wong, 黃愷珊, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT The recognition of the importance of professional development for teachers and the growing awareness of the power of teacher collaboration to meet with the challenges in this ever-changing world encourage the use of collaborative professional development activities at schools. There are various collaborative professional development activities and my school has chosen to adopt peer coaching because of its emphasis on confining partnership. However, as it has been implemented as a one-off practice, I cannot see teachers have assumed new roles and gained a sense of empowerment. To see whether one-off practice is really a problem, the study is an action research examining how my peer partner, Karie, and I, who are both English teachers, engaged in peer coaching as lived practice. We prepared ourselves to practise peer coaching continually for the academic year. During the process, obstacles and opportunities for learning embedded in the practice were attempted to identify and explore. With the use of my reflective journal, my observation and Karie's reflective notes, it was hoped to document and reveal the most accurate picture of our interactions and feelings. The findings showed how Karie and I lived with a series of peer coaching actions aiming at improving students' English writing. However, the process was not carried out smoothly. Our working relationship was not harmonious throughout the period and the implementation was split into two with a four-month break in between. They were unexpected and turned out to be the limitations of the research. Committed to living with peer coaching, we kept on practicing it despite the obstacles. Tackling the obstacles on one hand while identifying the opportunities on the other, it is interesting to note that there may not be clear-cut statements of opportunities or obstacles for peer coaching. Instead of two separate items, both were found to be grounded in peer relationship, human resources, the system and the nature of peer coaching and time. Coming to the end of the action research, the practice this year inspired me to think that collaborative inquiry in practice should be one of the available professional development options for teachers at school and that teachers have the responsibility to be action researchers to promote the growing of knowledge in the field. DOI: 10.5353/th_b3568493 Subjects: Peer review - China - Hong Kong Action research in education - China - Hong Kong Teacher effectiveness - China - Hong Kong


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Product Details
  • ISBN-13: 9781361236857
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 84
  • Spine Width: 4 mm
  • Width: 216 mm
  • ISBN-10: 136123685X
  • Publisher Date: 26 Jan 2017
  • Binding: Paperback
  • Language: English
  • Series Title: English
  • Weight: 218 gr


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