Exploring English Teachers' Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction
Teachers' knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and th...
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| Format: | Book |
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Asociación Colombiana de Profesores de Ingles,
2017-07-01T00:00:00Z.
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| LEADER | 00000 am a22000003u 4500 | ||
|---|---|---|---|
| 001 | doaj_ebef62da2fc74dca82d947f8dc872d21 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Adriana Castañeda-Londoño |e author |
| 245 | 0 | 0 | |a Exploring English Teachers' Perceptions About Peer-Coaching as a Professional Development Activity of Knowledge Construction |
| 260 | |b Asociación Colombiana de Profesores de Ingles, |c 2017-07-01T00:00:00Z. | ||
| 500 | |a 10.19183/how.24.2.345 | ||
| 500 | |a 0120-5927 | ||
| 520 | |a Teachers' knowledge and how they construct it is an area that deserves attention when it comes to producing fruitful professional development practices. This small-scale action research aims at identifying the perceptions of three teachers in a private language center about peer-coaching and their actual construction of knowledge in a peer-coaching activity. Data were collected through two narratives and the transcription of recorded conversations among participants after the observation of their classes. The results suggest that before peer-coaching teachers held three types of perceptions towards observation and feedback: a cautious approach, an identity tension approach, and a celebratory approach. After peer-coaching one sees that two perceptions emerged: observation and feedback entail, on the one hand, high anxiety about teachers' self-image; and on the other, observation and feedback show a deep sense of their selves. | ||
| 546 | |a EN | ||
| 690 | |a Peer-coaching | ||
| 690 | |a professional development | ||
| 690 | |a self | ||
| 690 | |a teacher knowledge | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 690 | |a Theory and practice of education | ||
| 690 | |a LB5-3640 | ||
| 690 | |a English language | ||
| 690 | |a PE1-3729 | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n HOW, Vol 24, Iss 2 (2017) | |
| 787 | 0 | |n http://howjournalcolombia.org/index.php/how/article/view/345 | |
| 787 | 0 | |n https://doaj.org/toc/0120-5927 | |
| 856 | 4 | 1 | |u https://doaj.org/article/ebef62da2fc74dca82d947f8dc872d21 |z Connect to this object online. |