Professional Documents
Culture Documents
themes of teacher development. For Dewey (1933) and Schn (1987), reflective
thinking is not just post-active in nature but proactive and interactive as well. When
reflection is done, teachers can appreciate that the nature of their work engages
them in a recursive cycle of reflective thinking that involves planning, acting and
reflecting (Lasley II, Matczynski, and Rowley 2002.)
Likewise, Lasley II et al. advocate peer coaching a professional development model
representative of the observation and assessment category of professional
development. Virtually, this is a relationship between two or more teachers
commited to providing technical and psychological help for the improvement of
instruction and the development of student learning. Presented below are the three
phases of the cycle of reflective practice for peer coaching.
1. Planning- the focus of the observation, selecting the observation
methodology, and negotiating the role of the participants.
2. Acting- observing the teaching and learning episodes and making the record
of evidence.
3. Reflecting- interpreting the observation record, making meaning, planning for
new action, and identifying new foci.
When teachers engage peer coaching, they gain confidence in what they are doing
and become more open to suggestions and critiques. Furthermore they engage in
reflective thinking which is an indicator of professional behavior of teachers.
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