Peer support as a strategic resource in enhancing professional learning: Challenges to educators

Ora KWO, Pui Wah Doris CHENG

Research output: Contribution to conferencePaper

Abstract

This paper reports on action learning of student teachers and teacher educators within a context where peer support is activated. Analysis is based on data on peer conferencing and student teachers' reported thoughts during their teaching practicum. The initial focus is on the evaluation of peer coaching as a resource for learning. Further analysis aims at an understanding of the differences of student teachers' reflectivity in peer conferences. The paper concludes with an assertion of peer support as astrategic mechanism to address cost effectiveness in educationalendeavour. However, the findings also highlight the challengesto educators in the tradition of teaching as an isolatedfunction. Though the innovation from this project has takenplace in the domain of teacher education, the experiencedemonstrate the nature of peer learning, much of which isconsidered relevant to other professional educators.
Original languageEnglish
Publication statusPublished - Nov 1999

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student teacher
educator
resources
learning
coaching
Teaching
teacher
innovation
costs
evaluation
education

Citation

Kwo, O., & Cheng, D. (1999, November). Peer support as a strategic resource in enhancing professional learning: Challenges to educators. Paper presented at the Action Learning Project Conference 1999: Teacher Education, Hong Kong, China.