Help me to help us | Peer Coaching as a Tool for the Continuing Education of Teachers of English as a Foreign Language

Bernd Renner

ISBN 10: 6207643445 / ISBN 13: 9786207643448

Published by Our Knowledge Publishing, 2025

About this Item

Help me to help us | Peer Coaching as a Tool for the Continuing Education of Teachers of English as a Foreign Language | Bernd Renner | Taschenbuch | Englisch | 2025 | Our Knowledge Publishing | EAN 9786207643448 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 132639703

Bibliographic Details

• Title: Help me to help us | Peer Coaching as a Tool for the Continuing Education of Teachers of English as a Foreign Language
• Publisher: Our Knowledge Publishing
• Publication Date: 2025
• Language: English
• ISBN 10: 6207643445
• ISBN 13: 9786207643448
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 10D millimeters 220 millimeters width by 150 millimeters height by 10 millimeters depth
• Weight: 256 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This study investigates what contributions the implementation of a peer coaching program as a tool for continuing education has on the process of professional development in the pedagogical practice of English teachers. Peer coaching as a subcategory of coaching is still a little-known concept: the status of equality between fellow teachers, the non-evaluative nature and the fact that participants are in control of the process distance this formative process from more traditional forms of coaching. The research involves topics such as initial language teacher training in Brazil, the reflective teacher, continuing language teacher training, coaching and peer coaching. This is an interpretivist research project in the form of action research. The research records were collected through an initial questionnaire, recorded semi-structured interviews, field notes and a dialogued diary. The results indicate that the collaborative activities promoted the generation and transfer of knowledge between the participants and thus fostered their professional growth.