The Effectiveness Of Teachers’ Peer Coaching

Teachers’peer coaching is one of the important ways of school-based training. The research of teachers’peer coaching will promote teacher professional development. It also will contribute to the school better implementation curriculum reform and promote school more effective implementation of school-based training activities.This paper is divided into six parts, including the Introduction section which introduces the reasons of topic, significance, research methods and literature review.The first part is the overview of teachers’peer coaching. On the basis of analysis of domestic and foreign teachers’peer coaching research, compared and summarized the concept of teachers’peer coaching, and summarize some advantages among teacher peers, such as equality collaboration, partnerships and overcome disadvantages of personal professional development, summarize and generalize, the implicit idea of teachers’peer coaching, such as the common teaching concept, the same educational values, the similar core issue of outlook, the consistent with research purposes.The second part is the performance characteristic about the validity of teachers’peer coaching. On the basis of relevant researches about teachers’peer coaching, the effectiveness of teachers’peer coaching has some performance characteristics, such as subjectivity of coaching, sufficiency of coaching, purpose of coaching, strong atmosphere of coaching and diverse ways of coaching. These performance characteristics make the theory foundation for teachers’peer coaching.The third part is the investigation and analysis of the status of peer coaching. The obtained data and the results of the interviews for this questionnaire of middle school Chinese teachers in GZ Province is the practical base of peer coaching effectiveness research activities. Combined with the constructivist learning theory,group dynamics theory, and SPSS,we know that teachers’peer coaching for Chinese teachers in GZ province have mutual subjectivity, full cooperation degree, strong mutual purpose, cooperative ability, strong atmosphere of mutual cooperation, insufficient time, less mutual means etc.The fourth part is to analyze the effectiveness of teachers’peer coaching. What is the relationship between the analysis of the third part and the characteristics and effective? This part is to analyze the survey data and information by SPSS. The analysis results show that the teachers have high activity in the peer coaching, strong voluntary consciousness, clear mutual goals, sufficient time, a strong atmosphere of mutual cooperation, higher teacher quality, equality and mutual relations, which are all contributed to the enhancement of the effectiveness of Teachers’ Peer Coaching activities.The fifth part is about some thoughts on enhancing the effectiveness of teachers’ peer coaching. In order to improve the whole quality of teachers, to carry out the school-based training activities, the ordinary teachers, the backbone teachers and management team must work together at the same time. Teachers in ordinary group are not to be ignored, and they are the basic power of teachers’peer coaching. Although what have been discussed above all are the analysis and the results about backbone teachers’ peer coaching, it is also practical for the ordinary teachers. Only to stimulate teachers’ intrinsic motivation, to strengthen teachers’ organization and management, pay attention to teachers "informal mutual aid", can we lead ordinary teachers to take an active part in peer mutual activities effectively. The backbone teachers are leading team of teachers’ peer coaching, so it should develop backbone teacher’s demonstration leading role. The management team is the responsibility of the teachers’ peer mutual activities, so it should make full use of awareness of responsible subject in management team. Only in this way can enhance the effectiveness of teachers’ peer coaching.