The effect of peer coaching on teachers’ digital storytelling based teaching practices

Year 2024, Volume: 8 Issue: 1, 295 - 322, 13.01.2024

Mustafa Emrullah Akbaba , Esma Genç

https://doi.org/10.34056/aujef.1338614

Abstract

The research aims to explore the influence of peer coaching on the lesson planning and implementation processes based on the digital storytelling method. The case-study research involved 12 week peer coaching initiative focused on lesson planning and implementation based on the digital storytelling method with two teachers. In the research, data were collected through interviews, meeting reflection forms, lesson-planning rubrics and lesson observation forms; content analysis was used in the analysis of the data. The overall conclusion drawn from this research suggests that the implementation of peer coaching positively influences the lesson planning and implementation process. Furthermore, the peer coaching process can serve as an effective strategy for facilitating professional development and providing the emotional support that is essential for teachers. Given the research outcomes, it is suggested that more extended periods of peer coaching cycles, reiterated more than once, should be implemented, and the impact of these practices on student learning should be further explored.

Keywords

teacher professional development, peer coaching, digital storytelling

Meslektaş koçluğunun dijital öykülemeye dayalı öğretim uygulamalarına yansımaları

Abstract

Araştırma, meslektaş koçluğunun dijital öyküleme yöntemini temel alan bir dersin planlanma ve uygulama sürecine etkisini belirlemeyi amaçlamaktadır. Durum çalışması ile yürütülen araştırmada, iki öğretmenle 12 hafta süresince dijital öykü yöntemine dayalı bir dersin planlanması ve uygulanması konusunda meslektaş koçluğu uygulaması gerçekleştirilmiştir. Araştırmada veriler, görüşme formları, toplantı yansıtma formları, ders planı puanlama anahtarı ve ders gözlem formu ile toplanmış; verilerin analizinde içerik analizi kullanılmıştır. Araştırmada ulaşılan sonucun, meslektaş koçluğunun bir dersin planlanma ve uygulama sürecine olumlu etkisi olduğuna, yaklaşımın bir mesleki gelişimi sağlama yolu olarak kullanılabileceğine ve özellikle öğretmenlerin ihtiyaç duyduğu duygusal desteği sağlamada önemli bir katkı sağlayacağına işaret ettiği söylenebilir. Araştırmada ulaşılan sonuçlardan hareketle meslektaş koçluğu döngüsünün birden fazla kez tekrarlanması, daha uzun süreli uygulamalar yapılması, bu uygulamaların öğrenci öğrenmelerine etkisinin incelenmesi önerilebilir.

Keywords

öğretmen mesleki gelişimi, meslektaş koçluğu, dijital öyküleme

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