Reflective practice through peer coaching among English as foreign language preservice teachers’ practicum
DOI:
https://doi.org/10.35290/rcui.v12n3.2025.1514Keywords:
peer classroom observation, constructive feedback, peer coaching, reflective practiceAbstract
The aim of this study was to inquire how peer coaching promoted preservice teachers’ reflective practice during their practicum. From a qualitative approach through a case study and interpretative approach, six voluntary preservice teachers in the seventh semester of the Teaching English as a Foreign Language Undergraduate Program from Universidad Nacional de Loja (UNL) were selected. A content analysis method assisted the researchers in organizing the transcriptions from pre-observation and post-observation meetings and registrations from classroom observation guides. Findings revealed that peer coaching promoted EFL preservice teachers’ reflective practice, especially during peer classroom observations when preserve teachers assumed the role of observers, allowing them to have more time to reflect and realize the negative and positive teaching events performed by their peers.
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