Exploring Peer Coaching as a Tool for the Professional Development of English Language Teachers in Pakistani Higher Education
DOI:
https://doi.org/10.5281/zenodo.15723375Keywords:
Peer Coaching, Professional Development, Higher Education, ELTSAbstract
Purpose: The study intends to investigate how English Language Teachers (ELTs) employed in Pakistani higher education view and experience peer coaching as a process that advances their professional development, with an emphasis on their comprehension of CPD.
Design/Methodology/Approach: This study employed a qualitative research design and narrative inquiry for data analysis. Purposive sampling was used to choose the participants from among Punjab, Pakistan's public and private institutions. The researcher employed coded names in the study while considering ethical factors.
Findings: The results show that the participants never saw professional development (PD) as a once-for-all exercise that helps teachers stay relevant and enhance practice in English language teaching. Peer coaching, though not always institutionally organized, was generally regarded as an informal but useful way to learn from others. Respondents reported that talking about teaching methods, observing peers, and swapping resources with trusted colleagues were all recognized as professional development, facilitating critical reflection and co-growth. This developing understanding testifies to an expanding view of PD beyond formal training as dyadic, practice-based learning.
Implications/Originality/Value: English language has a significant importance in Pakistani society. Through this study, the ELTs will be able to improve their teaching methodology and feel free to learn from the other teachers. Peer coaching has never been explored in the Pakistani context and through the findings of this study different institutions and organizations can adopt peer coaching as an effective way of professional development.
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