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ERIC Number: EJ1148034
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: EISSN-0120-5927
Exploring English Teachers' Perceptions about Peer-Coaching as a Professional Development Activity of Knowledge Construction
Castañeda-Londoño, Adriana
HOW, v24 n2 p80-101 Jul-Dec 2017
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.
ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia (Bogota)
Grant or Contract Numbers: N/A