| 英文摘要 |
Traditionally, the culture of teacher isolation has hindered the exchange and transmission of practical teaching wisdom while also impeding the elevation of teachers’professional status. To address this issue and promote the transfer of teacher training, the theory of peer coaching emerged. However, despite being advocated in Taiwan for over two decades, peer coaching has yet to achieve satisfactory results in both practical implementation and academic research.
To provide educators with a renewed and comprehensive understanding of peer coaching and to facilitate its effective application, this paper employs a literature review approach. It elaborates on the theoretical foundations of peer coaching and presents research findings on its implementation outcomes and influencing factors in Taiwan, thereby substantiating its value. Additionally, it discusses practical applications in the mentoring of beginning teachers and the professional development of experienced teachers in primary and secondary schools. For the mentoring of novice teachers, this paper suggests the following approaches: (1) Establishing supportive communities, (2) Conducting collaborative professional growth activities, (3) Engaging in teaching observations and reflective practices, (4) Implementing instructional observation and feedback, (5) Conducting co-teaching practices. For the professional growth of experienced teachers, this paper proposes: (1) Forming professional learning communities, (2) Undertaking job-embedded professional development activities, (3) Engaging in collaborative action research, (4) Collaboratively planning and designing instructional strategies, (5) Conducting teacher-driven observations. |
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