Promoting the Reflective Teacher through Peer Coaching to Improve Teaching Skills

Abstract

Effective reflection is an important component of quality teaching. A teacher who can reflect on their own practices to find better ways of teaching is a reflective teacher. Such a teacher, who regularly considers their own practices, is more likely to develop and improve their professional learning. This study used peer coaching to help support and promote reflective teaching, for the improvement of teaching skills through a powerful professional learning community. The design of this study comprised three phases: 1) conceptual change 2) practice in becoming a reflective teacher and enabling teachers to coach each other (there are obvious benefits to colleagues collaborating and sharing ideas, thoughts and observations) and 3) assessing and reflecting on teaching skills. The participants were grade 5-6 teachers in the Phetchaburi province of Thailand. A mixed methods research framework was used to collect and analyse data. Data source triangulation was used to enhance the trustworthiness of the data. The findings indicate that peer coaching enriches teachers’ personal reflections on their practices, provides teachers with suggestions from peers on how to refine their practices and fosters a community of teachers who are intent on improving and invigorating their teaching skills.