peer coaching

This study examined the alignment between professional development opportunities and instructional practices among public kindergarten teachers at West City Elementary School, Dumaguete City, during school year 2025–2026. Guided by the integrated Gibbs–ERA reflective framework, it employed a descriptive-correlational design and total enumeration of seven kindergarten teachers. Data were collected through an adapted structured questionnaire administered via Google Forms and analyzed using descriptive statistics and Spearman’s rank-order correlation. Respondents rated trainings and seminars (reported composite mean = 3.29), coaching and mentoring (3.48), classroom management (3.88), and teaching strategies (3.89) positively. Teachers particularly endorsed collaborative coaching, effective use of classroom time, supportive student–teacher relationships, differentiation, and adjustment of teaching strategies. Professional development opportunities had a very strong positive association with reported instructional practices (Spearman’s ρ = .860, p = .013, n = 7). These self-reported findings suggest that professional learning and instructional practice are closely aligned in the school, although the single-school, small-sample design cannot establish causality or verify changes in pupil outcomes. The study recommends sustained, school-based training, peer coaching, mentoring, instructional observation, and structured reflection to support transfer of professional learning to everyday teaching.

Teacher professional development is particularly important in special education, where teachers are expected to respond to diverse and complex student needs. This study examines school-based professional development workshops implemented through a voluntary, group-oriented adaptation of the peer coaching model in a special education school. The research aims to explore why special education teachers chose to participate in peer coaching-based professional development workshops and to examine the perceived impacts of these workshops on teachers, students, and the overall school climate. Adopting a qualitative research design, semi-structured interviews were conducted with 11 teachers (10 female and 1 male). The data were analyzed using a five-stage phenomenological analysis method. Findings revealed that teachers participated in the workshops to enhance their professional competence, stay informed about current approaches, develop skills in areas where they felt inadequate, and engage in collaborative learning with colleagues. The workshop process was also perceived to contribute positively to students’ academic and social development and to foster a more supportive and collaborative school atmosphere. Overall, participants perceived that the school-based, group-oriented peer coaching workshops supported their instructional practices and contributed to a more collaborative school culture. The study further emphasizes the importance of supporting needs-based and collaborative professional development models within educational policy frameworks.

توسعه حرفه‌ای معلمان به‌ویژه در آموزش ویژه اهمیت بسزایی دارد، زیرا از معلمان انتظار می‌رود به نیازهای متنوع و پیچیده دانش‌آموزان پاسخ دهند. این پژوهش به بررسی کارگاه‌های توسعه حرفه‌ای مدرسه‌محور که از طریق انطباق داوطلبانه و گروه‌محور مدل مربیگری همتا در یک مدرسه آموزش ویژه اجرا شده‌اند، می‌پردازد. هدف پژوهش، واکاوی دلایل مشارکت معلمان آموزش ویژه در کارگاه‌های توسعه حرفه‌ای مبتنی بر مربیگری همتا و بررسی تأثیرات ادراک‌شده این کارگاه‌ها بر معلمان، دانش‌آموزان و فضای کلی مدرسه است. با اتخاذ طرح پژوهش کیفی، مصاحبه‌های نیمه‌ساختاریافته با ۱۱ معلم (۱۰ زن و ۱ مرد) انجام شد. داده‌ها با استفاده از روش تحلیل پدیدارشناختی پنج‌مرحله‌ای تحلیل گردید. یافته‌ها نشان داد که معلمان به منظور ارتقای شایستگی حرفه‌ای، به‌روز ماندن نسبت به رویکردهای جاری، توسعه مهارت‌ها در حوزه‌هایی که احساس ضعف می‌کردند و یادگیری مشارکتی با همکاران در کارگاه‌ها شرکت کردند. همچنین، فرایند کارگاه‌ها از منظر معلمان به رشد تحصیلی و اجتماعی دانش‌آموزان و تقویت فضای حمایتی و مشارکتی مدرسه کمک کرده است. به طور کلی، شرکت‌کنندگان معتقد بودند که کارگاه‌های مربیگری همتای مدرسه‌محور و گروه‌محور از شیوه‌های آموزشی آنان حمایت کرده و به فرهنگ مدرسه‌ای مشارکتی‌تر کمک نموده است. این مطالعه همچنین بر اهمیت حمایت از مدل‌های توسعه حرفه‌ای مبتنی بر نیاز و مشارکتی در چارچوب سیاست‌های آموزشی تأکید می‌کند.