Dialogic peer coaching as teacher leadership for professional inquiry

Jennifer Charteris, Dianne Smardon
  • International Journal of Mentoring and Coaching in Education, June 2014, Emerald
  • DOI: 10.1108/ijmce-03-2013-0022

Teacher leadership capabilities can grow as they become dialogic peer coaches to each other.

What is it about?

Collaborative peer coaching can support teachers to inquire into practice and build leadership capacity.

Why is it important?

Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere.

Read Publication


The following have contributed to this page: Ms Dianne M Smardon and Dr Jennifer Charteris