Reflections of peer coaching to digital storytelling based teaching practices

Peer coaching is one of the professional learning community approaches that make teachers feel the presence of a teacher friend who will not leave them alone throughout their professional lives, based on collaborative learning in the professional development of teachers. Peer coaching is often an approach between two teachers, in which knowledge is exchanged and experiences are shared, in which teachers collaborate to help improve some aspects of their teaching. In this study, it was planned that with the help of colleague coaching, teachers would research and learn a method they did not know before, and observe each other by using this method in their classes. Considering that teachers' use of digital storytelling method by making use of technology in the teaching process can positively affect student learning, this research aims to determine the effects of peer coaching on the planning and implementation process of a lesson based on the digital story method. For this purpose, the case study method used in qualitative research was used in the study. Using typical case sampling, one of the purposive sampling methods, one science teacher and the other one mathematics teacher working in a public secondary school were determined as the participants of the study. In the research, an 8-week practice was carried out in which the participants would spend coaching each other. During the colleague coaching, which took place in 12 sessions in total for 8 weeks, teachers were expected to prepare together digital stories about any topic and lesson plans for the lessons in which they would use these stories. The teachers, who presented the digital stories they developed in accordance with the lesson plan they prepared, observed each other's lessons. Data collection tools used in these applications are interview forms developed by the researcher, meeting reflection form, meeting observation form, lesson observation form, lesson plan rubric and digital story evaluation form adapted by the researcher. The collected data were analyzed by content analysis. The codes and categories reached are explained in tables and supported by quotations. The findings were arranged and presented on the basis of the sub-problems of the research. As a result of the research, it was determined that the practice of peer coaching had a positive effect on the planning and implementation process of a lesson based on the digital story method. Teachers stated that they are satisfied with the peer coaching process and that this process contributes to their professional development. In addition, it has been concluded that there are difficulties in setting up time and environment in peer coaching practices, and teachers tend to avoid giving negative feedback due to the strong bond formed between them as a result of lesson observations. Finally, suggestions were made to researchers and practitioners within the framework of the study.