Empowering Teachers' Collaborative Skills with Coaching Through Learning Walks”

Abstract:

This mixed-method case study analyzed the impact of implementing coaching though learning walks, in an elementary school, as a way to empower collaborative skills in an EFL team to take this instruction to a higher level. Three EFL instructors were considered for this study. PCI Forms, in-depth teacher interviews, and Observation forms were used to identify the perceptions of the EFL instructors regarding the stages of learning (acquisition, making meaning, and transfer) presented in the tasks observed, as well as the implementation of learning walks with a non-judgmental perspective. The results indicated a slightly change in the teachers’ attitude towards being coached through learning walks. Effective communication, support, empathy, concern for another, and criticism for ideas, not people, were mentioned as the collaborative skills reinforced during this study. One remarkable result that emerged from the findings was the culture of trust; consequently, EFL instructors’ attitude moved from “What went wrong?” to “What is next?” by identifying themselves as coaches, designers, and facilitators in a learner-centered environment.

Año de publicación:

2006

Keywords:

Fuente:

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