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Peer Coaching Verses Traditional Coaching

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Peer coaching verses traditional coaching

Peer coaching has being observed from this abstract to have being far productive than the traditional mode of teaching more so in the three parameters that were tested.
Their were instances whereby peer coaching was found to be not a good tool to use or may present unwanted results. Pre service teachers lack experience so when peer reviewing they may give wrong suggestions leading one to wrong conclusions or direction to take in the future, such as incorporating in his lessons materials which the peer reviewer felt was missing yet it might not be required.
She/he may include a certain degree of bias in his assessment and suggestions which will lead to his suggestion lacking much usefulness and relevancy, like when a peer reviewed teacher in his or her own opinion insist that the other uses a certain technique that he/she did not use in her lesson and feels it’s the cause of why her/his lesson didn’t reach his objectives. Note she/he didn’t use the technique yet she is vouching for it (quoted from audio tape no.5B extract).
While we appreciate that peer coaching leads to instant “results”, those results are not a product of proper analysis due to the urgency by which they are given-at the end of a lesson, they luck in depth unlike those that the traditional preservice teacher students will get from an experienced supervisor and an experienced teacher ,
Traditional coaching does not provide the student with enough interactions with the teacher this leads to issues being bundled up causing some to be bypassed also the lucking areas cannot be examined for correction as happens in peer coaching especially immediately after the lesson.
The student interaction time with say a cooperating teacher gives far more incite and depth of analysis than she/he will get will get in peer coaching this will more than improve the

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