China EFL Primary School Teachers’ Practical Understanding of Peer Coaching

Abstract

The purpose of the study was to document Chinese EFL primary school teachers’ practical understanding of peer coaching. The population of the study was 19 Chinese EFL teachers of five primary schools in Kunming, Yunnan Province, China. The teachers were selected by purposive sampling. Semi-structured interviews were used as research tools to collect data. Data were analyzed by opening coding and axial coding techniques. The results of this study indicated that EFL teachers regarded peer coaching as a process in which teacher works together to share teaching resources and prepare teaching plan; observe teaching and provide feedback; find flaw in teaching with the help of their peers. Peer coaching benefits their teaching in improving teaching skills; sharing teaching experience and workload; saving time and energy in teaching.