Utilising Peer Coaching as a tool to improve student-teacher confidence and support the development of classroom practice

Prince, Tiffany; Snowden, Emma; Matthews, Brian

doi:10.20533/licej.2040.2589.2010.0007

Cited by 21 publications

(20 citation statements)

References 16 publications

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“…It is unclear whether developing confidence was a Zimbabwean phenomenon where the system undermined self-confidence/self-belief of professionally unqualified degreed teachers. Confidence is linked to performance because it increases motivation, perceptions, and thought processes (Prince et al, 2010). Often confident people are daring, open to learning, self-expressive, enjoy taking risks, and voice when they do not understand.…”

Section: Discussionmentioning

confidence: 99%

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The Content and Evolution of Practical Theories of Teaching: Experiences of Professionally Unqualified Teachers in Rural Zimbabwe Secondary Schools

Mukeredzi

Nyachowe

2018

Sage Open

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This study set out to understand practical theories of six professionally unqualified practicing teachers (PUPTs) who were enrolled in a school-based Postgraduate Diploma in Education (PGDE) program offered by one Zimbabwean university. PUPTs in this study are university graduates, practicing as teachers and experienced, but without a professional teaching qualification, hence professionally unqualified (Mukeredzi, 2009). Participants are described as PUPTs as opposed to trainees/student teachers to distinguish them from traditional preservice teachers as they were already practicing as full-time teachers; had at least 4 years teaching experience; were university graduates without professional teaching qualifications; and were studying in-situ to become professionally qualified. These PUPTs were teaching in rural secondary schools while studying part-time to become professionally qualified. Through core educational and professional studies modules in the program, they had been exposed to the language of teaching/learning, and this was the lens through which their practical theories of teaching were viewed. The article, thus, investigates how the participating PUPTs professionally learnt and modified their practical theories of teaching in rural secondary schools in Zimbabwe. AbstractPractical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study explored the content of professionally unqualified practicing teachers' practical theories and the changes that occurred as they progressed through a school-based Postgraduate Diploma in Education program. Drawing on concepts around practical theories, qualitative data generated through interviews and photo elicitation from six professionally unqualified teachers in rural Zimbabwe secondary schools were inductively analyzed. Findings indicate that content of the teachers' practical theories gradually evolved and developed as they progressed through three stages in the program: (a) Survival or "self-concerns" where content was composed of mediocre pedagogy-relationship focus, lesson preparation and delivery, and classroom management; (b) "task-concerns," where content constituted effective performance of teaching tasks portrayed by thorough lesson preparation, learner-centered pedagogies, student assessment, lesson evaluation, collaboration, creating conducive teaching/learning environments, and teacher enthusiasm; (c) "pupil and teacher learning concerns" with content encompassing identification and handling of student diversity, student engagement, moving students from known to unknown, self-evaluation, reflection, and research. Data further indicate individualistic and dynamic nature of practical theories through the nonuniform elements of fully developed theories after completing the program. This article illustrates that emersion in practice can promote professionally unqualified teachers' understandings of and attendance to underlying pr...

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Section: Discussionmentioning

confidence: 99%

“…Confidence is about being certain of one's abilities, related to self-esteem and optimism, belief in positive achievements and self-awareness involving ability to judge how well one can perform (Prince, Snowden, & Matthews, 2010). Two factors apparently contributed to developing confidence.…”

Section: Interviewmentioning

confidence: 99%

The Content and Evolution of Practical Theories of Teaching: Experiences of Professionally Unqualified Teachers in Rural Zimbabwe Secondary Schools

Mukeredzi

Nyachowe

2018

Sage Open

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“…Confidence is understood as a multi-dimensional concept related to self-esteem, self-efficacy and optimism which manifests in one's belief in positive achievements, self-awareness and, ability to make judgments on how well or whether they can do something (Prince, Snowden & Matthews, 2010). Graven (2004) concluded that confidence has psychological/cognitive underpinnings which link it to internalized knowledge and beliefs.…”

Section: Growth In Students' Confidence Independence and Autonomymentioning

confidence: 99%

“…These characteristics are also vital for pre-service teachers as they effectively promote reflective practice and professional development. Prince et al (2010) contend that teacher confidence affects teacher-pupil interaction, the way teachers express themselves as individuals and how pupils respond to classroom instructions. Students also reported growth of independence and autonomy.…”

Section: Growth In Students' Confidence Independence and Autonomymentioning

confidence: 99%

Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study.

Mukeredzi

2014

AJTE

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“…Goker, 2006;Prince et al, 2010). The issue of peer coaching for professional develoment of teachers has inspired a number of studies both in the field of pre-service teacher education and in-service teacher development.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of In-Service EFL Teachers Regarding the Features of an Effective Peer Coach in the Process of Professional Development

Karabuga¹

2016

ijlet

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Creating a non-threatening, non-evaluative environment for the teachers to improve some aspects of their teaching, peer coaching aims to promote teachers' professional development by contributing to the efficacy of the teachers and teaching process. Despite a great number of studies conducted on the effectiveness or impact of peer coaching in the field of preservice EFL teacher education or in-service EFL teacher training, the issue of what features the EFL teachers attribute to an effective peer coach has not been dealt with adequately. In this respect, the present study aimed to investigate the key features of an effective peer coach from the perspectives of four EFL teachers via Rep-Grid analysis technique and follow-up interviews. The results suggested different features attributed to an effective peer coach as based upon the teachers' prior experiences.

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Utilising Peer Coaching as a tool to improve student-teacher confidence and support the development of classroom practice

Abstract: Abstract

Cited by 21 publications

References 16 publications

The Content and Evolution of Practical Theories of Teaching: Experiences of Professionally Unqualified Teachers in Rural Zimbabwe Secondary Schools

The Content and Evolution of Practical Theories of Teaching: Experiences of Professionally Unqualified Teachers in Rural Zimbabwe Secondary Schools

Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study.

Perceptions of In-Service EFL Teachers Regarding the Features of an Effective Peer Coach in the Process of Professional Development

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