Abstract
The purpose of this study was to examine pre-service physical education teachers’ perceptions of peer coaching as a tool for reflection, and their reflectivity on their microteaching peer coaching experiences. Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. The findings supported that peer coaching can be a viable tool to initiate and sustain teacher candidates’ reflection.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Amboi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115–130.
Bataineh, R. F., Al-Karasneh, S. S., Al-Barakat, A. A., & Bataineh, R. F. (2007). Jordanian pre-service teachers’ perceptions of the portfolio as a reflective learning tool. Asia-Pacific Journal of Teacher Education, 35(4), 435–454.
Binks, E., Simth, D. L., Smith, L. J., & Joshi, M. (2009). Tell me your story: A reflective strategy for preservice teachers. Teacher Education Quarterly, 36(4), 141–156.
Brett, P., & Nagra, J. (2005). An investigation into students’ use of a computer-based social learning space: Lessons for facilitating collaborative approaches to learning. British Journal of Educational Technology, 36, 281–292.
Britton, L. R., & Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26, 306–314.
Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5, 43–51.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks: Sage.
Dewey, J. (1933). How we think. Chicago: Henry Regnery.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226.
Hall, T. J., & Smith, M. A. (2006). Teacher planning, instruction and reflection: What we know about teacher cognitive processes. Quest, 58, 424–442.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Toward definition and implementation. Teaching and Teacher Education, 11(1), 33–49.
Hoy, W. H., & Woolfolk, A. E. (1989). Supervising student teachers. In A. E. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers (pp. 108–131). Englewood Cliffs: Prentice-Hall.
Huberman, A. M., & Miles, M. B. (1998). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 179–210). Thousand Oaks: Sage.
Hynes-Dusel, J. M. (1999). Physical education student teacher concerns. Physical Educator, 56(1), 33–48.
Jenkins, J. M., & Veal, M. L. (2002). Preservice teachers’ PCK development during peer coaching. Journal of Teaching in Physical Education, 22, 49–68.
Jenkins, J. M., Garn, A., & Jenkins, P. (2005). Preservice teacher observations in peer coaching. Journal of Teaching in Physical Education, 24, 2–23.
Joyce, B., & Showers, B. (1980). Improving inservice training: The messages of research. Educational leadership, 37, 379–385.
Korthagen, F., & Wubbels, T. (2001). Evaluative research on the realistic approach and on the promotion of reflection. In F. A. J. Korthagen (Ed.), Linking practice and theory: The pedagogy of realistic teacher education (pp. 88–107). London: Lawrence Erlbaum Associates.
Kuechle, J., Holzhauer, M., Lin, R., Brulle, A., & Morrison, S. (2010). Teaching Ms. Kerbin: A unique approach to student teacher reflections and their use with preservice candidates. Actions in Teacher Education, 32(3), 25–39.
Lee, O. (2010). Facilitating preservice teachers’ reflection through interactive online journal writing. Physical Educator, 67(3), 128–139.
Lo, Y.-F. (2010). Assessing critical reflection in Asian EFL students’ portfolios: An exploratory study. The Asia-Pacific Education Researcher, 19(2), 347–355.
Lorson, K., Goodway, J. D., & Hovatter, R. (2007). Using goal-directed reflection to make reflection more meaningful. Journal of Physical Education, Recreation, and Dance, 78(4), 42–47.
Mansvelder-Longaryoux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47–62.
McAllister, E. A., & Neubert, G. A. (1995). New teachers helping new teachers: Preservice peer coaching. Bloomington: EDINFO Press.
Osterman, K., & Kottkamp, R. (1993). Reflective practice for educators. Newbury Park: Corwin Press.
Ovens, A. (2004). Using peer coaching and action research to structure practicum: an analysis of student teacher perceptions. Journal of Physical Education New Zealand, 37(1), 45–60.
Reiman, A. J., & Johnson, L. (2003). Promoting teacher professional judgment. Journal of Research in Education, 13(1), 4–14.
Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
Sebren, A. (1995). Preservice teachers’ reflection and knowledge development in a field-based elementary physical education methods course. Journal of Teaching in Physical Education, 14, 262–283.
Solomon, J. (1987). New thoughts on teacher education. Oxford Review of Education, 13(3), 267–274.
Tsangaridou, N., & O’Sullivan, M. (1994). Using pedagogical reflective strategies to enhance reflection among preservice physical education teachers. Journal of Teaching in Physical Education, 14, 13–33.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205–228.
Vidmar, D. (2006). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies, 20, 135–148.
Vygotsky, L. (1986). Thought and language. Boston MA: MIT Press.
Whipp, J. L. (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experience in urban schools. Journal of Teacher Education, 54, 321–333.
Wong-Wylie, G. (2007). Barriers and facilitators of reflective practice in counselor education: Critical incidents from doctoral graduates. Canadian Journal of Counseling, 41(2), 59–76.
Zeichner, K. M. (1994). Conceptions of reflective practice in teaching and teacher education. In G. Harvard & P. Hodkinson (Eds.), Action and reflection in teacher education. Norwood: Ablex Publishing Corporation.
Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Mahwah: Lawrence Erlbaum Associates.
Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education, 60(3), 243–257.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Lee, O., Choi, E. Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection. Asia-Pacific Edu Res 22, 147–154 (2013). https://doi.org/10.1007/s40299-012-0007-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40299-012-0007-3