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http://dx.doi.org/10.14697/jkase.2013.33.1.063

A Case Study on the Experience of Science Teacher Participating in Peer Coaching Meetings  

Chung, Haengnam (Sunyu Middle School)
Choi, Byungsoon (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.33, no.1, 2013 , pp. 63-78 More about this Journal
Abstract
Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.
Keywords
peer coaching; process of experience; Pedagogical Content Knowledge (PCK);
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Times Cited By KSCI : 2  (Citation Analysis)
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