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Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption

Steve Sider (Faculty of Education, Wilfrid Laurier University, Waterloo, Canada)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 30 January 2019

Issue publication date: 19 February 2019

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Abstract

Purpose

The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

Design/methodology/approach

The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.

Findings

Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school.

Practical implications

The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South.

Originality/value

The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts.

Keywords

Citation

Sider, S. (2019), "Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption", International Journal of Mentoring and Coaching in Education, Vol. 8 No. 1, pp. 37-51. https://doi.org/10.1108/IJMCE-04-2018-0016

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited