An action research to improve teachers in the classroom setting through peer coaching and portfolio practices in instructional supervision

The purpose of this study is to determine whether peer coaching and portfolio play have a role in instructional supervision practices in the process of developing teachers' professional capacities. Action research design was used in the study. The applications of the research were carried out in an official school in the city center of Sivas in the first semester of the 2018-2019 academic year. In the research, firstly 7 sessions (10 hours) of training were given, and then an instructional supervision application (peer coaching and portfolio) lasting 8 weeks were carried out. A total of 12 teachers, 6 of them experimental and 6 of them control group, participated in the study. Data in action research supported by qualitative research; gathered through interview form, individual interview and observation, reflective opinion writings, and researchers' diary. In-class observation tools in the book titled "Instructional Supervision: Applying Tools and Concepts" written by Zepeda (2016) were used. The quantitative data in the study were analyzed with the SPSS 23 package program. In the analysis of quantitative data, it was benefited from Descriptive statistics and non-parametric tests (Mann-Whitney U Test and Wilcoxon Signed Ranks Test). According to the results of the experiment, significant differences were appeared in favor of the experimental group in the scores of Integrating Technology and Promising Effectiveness (Nominating Activity) (p <0.05) and Selective Word Full Praise, Classroom Observation Form Control Chart and Variety of Teaching Methods (p <0.01). As a result of the experiment, the values obtained from the Bloom Taxonomy Question Level, Selective Word Exact Praise (Form), Class Traffic Chart, Sample Seating Chart, Technology Integration, Classroom Observation Form Control Chart, Promising Effectiveness (Nominating Activity) and Diversity of Teaching Methods tests related to the final test group of the experimental group, it was found that the values of the pre-test group were higher (p <0.05).According to the research results; It can be said that peer coaching and portfolio applications in the teaching supervision of teachers increase their in-class professional capacities in line with the teachers' opinions and experiences, they experience individual development, develop positive attitudes and emotions, and directly contribute to the quality of in-classroom teaching. Keywords: Instructional Supervision, Peer Coaching, Portfolio, Professional Development, Teacher