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Article
Publication date: 31 December 2019

Rajashi Ghosh, Jamie Callahan and Penny Hammrich

The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on…

Abstract

Purpose

The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on the perceptions that shape their beliefs about student bullying.

Design/methodology/approach

The authors used interpretative phenomenological analysis to understand how participating teachers were using peer coaching in the action learning meetings to make sense of their subjective experiences with student bullying.

Findings

The authors report three themes (power, categories/labels and diversity/differences) explaining the perceptions that guided participants’ understanding of student bullying, and for each theme, describe how peer coaching enabled the participants to re-shape their interpretation of experiences with student bullying.

Research limitations/implications

This study showed how peer coaching has the potential to empower teachers to devise meaningful action plans to address bullying. Future research using longitudinal quantitative research design could shed more light on the sustainability of those action plans.

Practical implications

Knowledge of teacher perceptions identified in the study can enrich anti-bullying interventions in schools. Furthermore, building a peer coaching action learning community can provide a form of systemic support to help teachers gain resilience in acting against student bullying in schools.

Originality/value

The study reveals the potential of peer coaching as a transformational learning tool to support teachers when dealing with student bullying.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 1
Type: Research Article
ISSN: 2046-6854

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