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Peer coaching in a school in Cairo, Egypt

Peer coaching in a school in Cairo, Egypt The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.Design/methodology/approachThe methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.FindingsLadyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school.Practical implicationsThe study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South.Originality/valueThe study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

Peer coaching in a school in Cairo, Egypt

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-6854
DOI
10.1108/ijmce-04-2018-0016
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.Design/methodology/approachThe methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.FindingsLadyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school.Practical implicationsThe study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South.Originality/valueThe study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts.

Journal

International Journal of Mentoring and Coaching in EducationEmerald Publishing

Published: Feb 19, 2019

Keywords: Mentoring in education; International and intercultural education; Mentoring and coaching in educational contexts for secondary education

References