Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.
College and Department
Humanities; Center for Language Studies
BYU ScholarsArchive Citation
Bryan, Jessica LaFern, "Teachers Observing Teachers: Factors that Contribute to Critical Thinking in Peer Coaching" (2014). Theses and Dissertations. 3960.
peer coaching, peer observations, teacher development, reflection, student instructors