Chapter 9: The Coach 245Peers as Coaches
Research regarding peer coaching has been driven by the field of
teacher education, primarily public schools K-12. One of the most
significant benefits of peer coaching cited in research is the support
teachers can provide each other (Joyce, & Showers, 1996). This helps
to lessen the feelings of isolation inherent in education where one
teacher is assigned one classroom without time to discuss and share
skills and strategies with colleagues. This peer sharing — also
referred to as collegial relationships — is invaluable.
Peer coaching, where both coach and learner actively seek to
enhance performance in the same skill or technique, provides a
gr eater degree of mutual benefit than other forms of coaching. While
one person may be more proficient in a particular skill or technique
than the other, they both use the skill or technique and are both
interested in improving their own unique practice. Some suggest
that when using peer coaching, titles other than coach and learner be
used to reflect the combined relationship (Joyce & Showers, 1996).
Peer coaching typically u ses a model of planning, observation (by
both parties), and follow-up. (For details on coaching models, see
Chapter 6.) Feedback needs to be communicated very cautiously
between peers; evaluation, judgment, or criticism can be detrimental
to trust and can undermine the collegial relationship. Showers and
Joyce (1996) recommend not using feedback techniques in peer
coaching. S ome experts in coaching suggest the mutual observation