A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

Autor/inn/en	Ma, Ning; Xin, Shuang; Du, Jia-Yuan
Titel	A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers
Quelle	In: Educational Technology & Society, 21 (2018) 2, S.291-304 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Coaching (Performance); Faculty Development; Inservice Teacher Education; Experimental Groups; Control Groups; Pretests Posttests; Quasiexperimental Design; Mandarin Chinese; Females; Elementary School Teachers; Language Teachers; Foreign Countries; Teaching Methods; Participation; Instructional Design; Teacher Effectiveness; Data Analysis; China (Beijing) + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Weibliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teilnahme; Lesson concept; Lessonplan; Unterrichtsentwurf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Auswertung
Abstract	Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized learning focus on the expert guidance approach. In this paper, a peer coaching-based personalized learning approach is proposed to help in-service teachers identify their questions and needs and adapt their teaching plans based on peer feedback as a result of interacting with their peers and reflecting on their work so as to engage in in-depth learning and transfer of knowledge to their teaching practice. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed, involving 20 in-service Mandarin teachers. The experimental group teachers learned with the peer coaching-based personalized learning approach, while the control group teachers learned with the expert guidance-based personalized learning approach. The study was conducted using a quantitative approach. The instruments used were a learning participation rubric and performance assessments of the participating teachers' lesson plans and teaching videos. The findings indicated that the post-test scores of the experimental group were significantly higher than those of the control group. The peer coaching-based personalized learning approach had a much better effect than the expert guidance-based personalized learning approach on the in-service teachers' learning participation, learning design skills, and in-practice teaching abilities. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01