Practitioner research shows an online tool enhances peer coaching and metacognitive skills in in-service teachers, suggesting effective professional development methods.
Key Points
This research aims to explore how an online tool can support peer coaching and metacognition among in-service second-language teachers.
Conducted a practitioner research study in fall 2024 involving two university-level English-language teachers in Tokyo, Japan.
Utilized an online tool to facilitate peer coaching and metacognitive activities, gathering data from tool records, research journals, and field notes.
The online tool structured the peer coaching process, enhancing reflection and feedback organization.
Fostered metacognitive skills by supporting anticipatory planning and post-observation goal-setting.