{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125928"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125928","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Peer coaching as an effective tool in a teacher development program","abstract":"Peer Coaching is a process of mutual collaboration in which teachers of equal status assist each other rethink their own practice and develop teaching skills to achieve higher levels of instructional performance (Cosh, 1999; Farrel, 2001; Gottesman, 2000; Joyce & Showers, 1982, 1984, 1996; Moffett, John & Isken (1987); Sparks & Bruder, 1987). Peer Coaching nurtures reflection that leads teachers to explore their own classes, a widely recommended practice by both K-12 and ESIJEFL teacher trainers. (Cousins, 1995; Ebmeier & Nicklaus, 1999; McCotter, 2000; Richards & Lockhart, 1996; Richards & Nunan, 1990; Schon, 1988; Wallace, 1991). This study investigated Peer Coaching to find out it fits the needs of the Binational Center, Belem, Para, Brazil, as one of the main challenges that the Academic Director and Coordinators face at that institution is to improve the level of excellence of its teaching staff. The participants were 16 graduate student-teachers of the Practicum unit of the Master of Arts in Teaching English as a Second Language Program of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. The data analyzed was collected via Questionnaires, Interviews, Audio Recordings of the student-teachers' lesson-plan and debriefing meetings, and their Reflective Teaching Journals.","abstract_html":"Peer Coaching is a process of mutual collaboration in which teachers of equal status assist each other rethink their own practice and develop teaching skills to achieve higher levels of instructional performance (Cosh, 1999; Farrel, 2001; Gottesman, 2000; Joyce & Showers, 1982, 1984, 1996; Moffett, John & Isken (1987); Sparks & Bruder, 1987). Peer Coaching nurtures reflection that leads teachers to explore their own classes, a widely recommended practice by both K-12 and ESIJEFL teacher trainers. (Cousins, 1995; Ebmeier & Nicklaus, 1999; McCotter, 2000; Richards & Lockhart, 1996; Richards & Nunan, 1990; Schon, 1988; Wallace, 1991). This study investigated Peer Coaching to find out it fits the needs of the Binational Center, Belem, Para, Brazil, as one of the main challenges that the Academic Director and Coordinators face at that institution is to improve the level of excellence of its teaching staff. The participants were 16 graduate student-teachers of the Practicum unit of the Master of Arts in Teaching English as a Second Language Program of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. The data analyzed was collected via Questionnaires, Interviews, Audio Recordings of the student-teachers' lesson-plan and debriefing meetings, and their Reflective Teaching Journals.","abstract_has_math":false,"creators":["Vacilotto, Silvana"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Berg, Catherine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Peer Coaching","Teacher collaboration","Instructional performance","Practicum in Teaching English as a Second Language"],"languages":["eng"],"rights":["Copyright by Silvana Vacilotto, 2002"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125928","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Berg, Catherine"]},{"key":"dc:creator","label":"Author","values":["Vacilotto, Silvana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2002"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Peer Coaching","Teacher collaboration","Instructional performance","Practicum in Teaching English as a Second Language"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright by Silvana Vacilotto, 2002"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125928"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Peer Coaching is a process of mutual collaboration in which teachers of equal status assist each other rethink their own practice and develop teaching skills to achieve higher levels of instructional performance (Cosh, 1999; Farrel, 2001; Gottesman, 2000; Joyce & Showers, 1982, 1984, 1996; Moffett, John & Isken (1987); Sparks & Bruder, 1987). Peer Coaching nurtures reflection that leads teachers to explore their own classes, a widely recommended practice by both K-12 and ESIJEFL teacher trainers. (Cousins, 1995; Ebmeier & Nicklaus, 1999; McCotter, 2000; Richards & Lockhart, 1996; Richards & Nunan, 1990; Schon, 1988; Wallace, 1991). This study investigated Peer Coaching to find out it fits the needs of the Binational Center, Belem, Para, Brazil, as one of the main challenges that the Academic Director and Coordinators face at that institution is to improve the level of excellence of its teaching staff. The participants were 16 graduate student-teachers of the Practicum unit of the Master of Arts in Teaching English as a Second Language Program of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. The data analyzed was collected via Questionnaires, Interviews, Audio Recordings of the student-teachers' lesson-plan and debriefing meetings, and their Reflective Teaching Journals."]},{"key":"dc:title","label":"Title","values":["Peer coaching as an effective tool in a teacher development program"]}]}],"canonical_facts":{"dc:contributor":["Berg, Catherine"],"dc:creator":["Vacilotto, Silvana"],"dc:date":["2002"],"dc:description":["Peer Coaching is a process of mutual collaboration in which teachers of equal status assist each other rethink their own practice and develop teaching skills to achieve higher levels of instructional performance (Cosh, 1999; Farrel, 2001; Gottesman, 2000; Joyce & Showers, 1982, 1984, 1996; Moffett, John & Isken (1987); Sparks & Bruder, 1987). Peer Coaching nurtures reflection that leads teachers to explore their own classes, a widely recommended practice by both K-12 and ESIJEFL teacher trainers. (Cousins, 1995; Ebmeier & Nicklaus, 1999; McCotter, 2000; Richards & Lockhart, 1996; Richards & Nunan, 1990; Schon, 1988; Wallace, 1991). This study investigated Peer Coaching to find out it fits the needs of the Binational Center, Belem, Para, Brazil, as one of the main challenges that the Academic Director and Coordinators face at that institution is to improve the level of excellence of its teaching staff. The participants were 16 graduate student-teachers of the Practicum unit of the Master of Arts in Teaching English as a Second Language Program of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. The data analyzed was collected via Questionnaires, Interviews, Audio Recordings of the student-teachers' lesson-plan and debriefing meetings, and their Reflective Teaching Journals."],"dc:identifier":["https://hdl.handle.net/2142/125928"],"dc:language":["eng"],"dc:rights":["Copyright by Silvana Vacilotto, 2002"],"dc:subject":["Teaching English as Second Language","Peer Coaching","Teacher collaboration","Instructional performance","Practicum in Teaching English as a Second Language"],"dc:title":["Peer coaching as an effective tool in a teacher development program"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}