A review of peer coaching practice based on professional development

The study examines the views of lecturers engaged in peer-coaching practices based on professional development. The lecturers working at the School of Foreign Languages of a foundation university where peer-coaching practices were at use in the 2019-2020 academic year acted as the participants in this case study. The qualitative data was collected via interviews with lecturers and analysis of need analysis forms, class observation forms and self-evaluation forms used within the scope of peer coaching practices in the School of Foreign Languages. Content analysis and descriptive analysis methods were used in the process of data analysis. As a result of the analysis, it was found out that lesson observations, pre-observation and post-observation interviews and self-assessment studies were conducted within the scope of peer-coaching practices based on professional development. It was concluded that these studies, which are in parallel with the peer coaching practice cycle stated in the literature, affect the instructional skills of the instructors, classroom management skills, relations between colleagues and solidarity, and the provision of professional development practices in the institution. On the other hand, when the studies conducted in the literature are examined, it is found out that continuous discussions among colleagues and collaborative planning about new practices are as important as observations for successful peer coaching practices. It was also found out that peer-coaching practices based on professional development were carried out in an environment of trust and focused on improvement in the institution. However, in order to improve the effectiveness of the peer coaching practices carried out in the institution, it is important to design practices that allow colleagues to interact with each other continuously and emphasize the importance of interviews and evaluation meetings carried out throughout the process as well as observations. In addition, providing the participants with the necessary training on effective communication skills prior the practice and helping the participants to allocate the time needed to carry out the work effectively increase the effectiveness of peer coaching practices based on professional development.