Collegial classroom coaching
Collegial Teaching Coaching is one of the collegiate internship related, but clearly also going about instrument of staff development in schools for the purpose of school development . The basic concept is that a lesson sequence is planned, carried out and reflected on by two teachers together.
procedure
In a preliminary meeting, the teachers plan a lesson sequence in twos, which they then carry out and reflect jointly in a jointly responsible manner. The objectives are the best possible alignment of subject-specific teaching activities to the learning of the students and the expansion of the teaching-relevant competencies of the teachers.
The collegial class coaching goes beyond observation, but also similar concepts such as the peer coaching by Showers and Joyce (1996), in that the coach also actively participates in the planning and implementation of the lessons and takes on joint responsibility for the students' learning. Another key aspect is the focus on subject-didactic aspects and the orientation towards a repertoire of so-called core perspectives and key questions of lessons, which support the focus of the conversation on topics relevant to the lesson.
aims
The aim of collegial class coaching is a deeper examination of subject-specific lesson development and the joint questioning and breaking of previous routines. The approach is based closely on the subject-specific teaching coaching by Staub (2004) and is particularly recommended for colleges that have already made their first experiences with teaching-related cooperation and have already opened their classrooms to colleagues. While in subject-specific lesson coaching teachers are supported by an expert coach with a high level of didactic expertise, this is done in collegial lesson coaching by a colleague. The teachers coach each other in changing roles. They are encouraged to enter into a co-constructive and reflective dialogue about their teaching activities.
research
An exploratory study showed that teachers who had previously carried out peer-to-peer observations, talked more intensively and for longer about topics relevant to teaching in collegial classroom coaching and experienced this as more productive. In particular, it was shown that in the coached debriefings, more critical situations were discussed than in the previous observations. This can be explained by the shared responsibility and thus the stronger self-commitment of the visiting teacher - here the coach. Those who are jointly responsible for what has happened can more easily address critical aspects to a colleague.
The study KUBeX (collegial teaching coaching and development of experimental competence in teaching internships ) examines to what extent collegial teaching coaching is also suitable as an approach to stimulating practical teacher training. In an intervention, students for the teaching profession of the secondary level are encouraged to support themselves in the lesson planning according to collegial lesson coaching.
literature
- Annelie's Circle (2015). Collegial observation - opportunities and implementation options. In: K. Kansteiner, C. Stamann (Eds.), Personnel Development in Schools Between External Control and Self-Determination, Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 185–199.
- Annelie's Circle (2014). Collegial classroom coaching. An Approach to Cooperative Teaching Development in the College, 28 (279), 12–15. The Elementary School Magazine , 28, 12-15.
- Annelies Kreis, Gaudenz Lügstenmann, Fritz C. Staub: Collegial classroom coaching as an approach to school development , research report 05 / January 2008. University of Friborg, Switzerland, Department of Education (PDF, 2.1 MB)
- Annelies Kreis, Fritz C. Staub (2013). Collegial classroom coaching. In A. Bartz, M. Dammann, SG Huber, T. Klieme, C. Kloft & M. Schreiner (eds.), PraxisWissen SchulLeitung (Vol. 33. Update delivery . Part 3, 30.32, pp. 1-13). Cologne: Wolters Kluver.
- Annelies Kreis & Fritz C. Staub (2017). Collegial classroom coaching. An instrument for practical lesson development. Cologne: Carl Link Verlag.
- Fritz C. Staub (2004). Subject-specific pedagogical coaching: an example of the development of teacher training and teaching skills as a cooperation between science and practice. Journal for Educational Science, Supplement 3 (7), 113–141.
Individual evidence
- ↑ See Kreis & Staub 2013, Working Guide 1
- ↑ See Kreis, Lügstenmann & Staub 2008, p. 40 f.
- ↑ KUBeX study ( Memento of the original from June 20, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and not yet checked. Please check the original and archive link according to the instructions and then remove this notice.
