MINISTRY OF EDUCATION AND TRAINING CAN THO UNIVERSITYNGUYEN MINH TRI EFL TEACHERS’ PERCEPTIONS ON THE RISE MODEL FOR PEER COACHING FEEDBACK IN MEKONG DELTA HIGH SCHOOLS MASTER OF EDUCATI
INTRODUCTION
Rationale
In the past decade, significant changes in teacher professional development (TPD) have transformed the education landscape, particularly in English Language Teaching (ELT) Scholars such as Ngeze, Khwaja, and Iyer (2018) emphasize the importance of transitioning from traditional teacher preparation to a more holistic approach that fosters ongoing professional growth This comprehensive strategy not only enhances teaching methods but also equips educators to thrive in modern educational environments (Richards & Rodgers, 2001) Ultimately, effective TPD is crucial for adapting to the evolving educational landscape and addressing the diverse needs of students, who often require greater independence in their learning.
Professional development is essential for enhancing educational quality and improving learning outcomes, as it equips teachers with the knowledge and skills necessary to provide effective feedback and guide students toward achieving their educational goals By focusing on teachers' expertise in subject content, teaching methods, and pedagogical skills, professional development plays a crucial role in fostering educational excellence.
To align Vietnamese education with global standards, it is essential to prioritize the continuous professional development of teachers, as highlighted by the OECD (2010) Institutions catering to gifted students emphasize the importance of teacher training to meet the unique needs of these learners and foster educational equity.
As we transition into a knowledge-based economy, the necessity for adaptations in education becomes increasingly vital A strategic commitment to professional development is essential in meeting the evolving demands of the educational landscape This shift in teacher professional development (TPD) emphasizes comprehensive methodologies that cater to diverse student needs while integrating both formal and informal modalities Formal TPD includes structured courses, seminars, and conferences, whereas informal TPD focuses on knowledge exchange and collaboration among educators.
Language education researchers support collaborative approaches in professional development, particularly through action research where educators work together with
1 colleagues and faculty teams (Carrier, 2003; Crookes, 2003; Ferguson & Donno, 2003; Jacobs & Farrell, 2001; Pickering, 2003) They recommend creating reflective learning communities that focus on effective communication to improve teaching performance.
Peer coaching is an effective strategy for fostering teacher communities, where two educators collaborate both inside and outside the classroom This partnership allows them to plan lessons, create educational materials, and observe one another's teaching practices, ultimately enhancing their professional development and student outcomes.
Peer coaching has emerged as a significant collaborative method in professional development, recognized for nearly forty years for its effectiveness in enhancing teaching practices (Griffiths, 2005) Initially introduced by Joyce and Showers (1980), this approach enables experienced teachers to implement skills acquired during training within their classrooms Beyond skill transfer, peer coaching fosters collegial relationships and encourages reflective teaching (Brown, 2001; Garmston, 1989) Its integration into broader professional development frameworks underscores its importance in skill enhancement, the cultivation of collaborative environments, and the promotion of reflective teaching practices.
Research indicates that peer coaching is essential for translating training into classroom practice, fostering collegial relationships through constructive feedback, and enhancing reflective teaching (Brown, 2001; Garmston, 1989) This collaborative approach allows experienced and novice teachers to share knowledge and insights, utilizing their individual strengths to enhance teaching strategies and student outcomes Consequently, peer coaching plays a crucial role in promoting effective professional development in the education sector.
This study investigates the RISE model by Wray (2013) as a structured approach to enhance constructive feedback in peer coaching for English Language Teaching (ELT), particularly among English as a Foreign Language (EFL) teachers It aims to gather teachers' perspectives on the effectiveness of the RISE model in improving peer coaching feedback, while also exploring generational differences among teachers to leverage their unique strengths Ultimately, the research seeks to evaluate the immediate impact of the RISE model on teaching practices and its broader implications for educational outcomes.
This research explores the influence of the RISE Model on peer coaching feedback among EFL teachers in Mekong Delta high schools It examines how diverse teacher groups perceive and implement the RISE Model to provide meaningful and unbiased feedback Additionally, the study highlights the unique strengths of different educator generations, which shape feedback dynamics and enhance the understanding of how various teaching methods impact educational outcomes.
This research evaluates the effectiveness of Wray's (2013) RISE Model in enhancing peer coaching feedback from EFL teachers' perspectives It aims to provide insights that inform current practices, influence future teaching methods, and contribute to broader pedagogical discussions By exploring generational differences among teachers, the study ensures its findings are relevant and adaptable to the evolving landscape of English language teaching Ultimately, the research aspires to be a valuable resource for advancing teacher professional development and enriching the ongoing discourse in ELT.
Research aims and research questions
This study aims to investigate EFL teachers' perceptions regarding the implementation of the RISE model in peer coaching feedback To achieve this primary objective, the researcher has outlined three specific sub-aims that will steer the direction of the research.
+ To explore EFL teachers' understanding and awareness of the RISE model for peer coaching feedback.
+ To investigate EFL teachers' perceptions of the benefits and challenges of the RISE model in the EFL teaching context.
+ To examine how EFL teachers perceive the impact of the RISE model on their professional growth practices.
To achieve these aims, the three following central research questions were developed:
1 To what extent do EFL teachers understand and perceive the use of the RISE model in the context of peer-coaching feedback?
2 What are the potential benefits and challenges of the RISE model in the EFL teaching context?
3 To what extent do EFL teachers perceive the impact of the RISE model on their professional growth practices?
Significance of the study
This study investigates EFL teachers' perceptions of the RISE model for peer coaching feedback in Mekong Delta high schools, focusing on their awareness and understanding of the model Additionally, it analyzes the advantages and challenges of implementing the RISE model to enhance constructive feedback during peer coaching sessions.
This study enhances the understanding of the RISE model's influence on the professional development practices of EFL teachers, filling a significant gap in existing literature within this educational context.
3 offering an in-depth analysis of EFL teachers' experiences with the RISE model, thereby advancing knowledge of feedback dynamics in peer coaching.
The findings of this research aim to improve educational practices by demonstrating how the RISE model can enhance the quality of peer coaching feedback.
This research highlights how a supportive community model can enhance peer coaching among teachers, enabling them to give more effective feedback that fosters professional growth By providing EFL teachers with a structured framework for impactful feedback, the study aims to overcome practical challenges and promote a collaborative, development-oriented educational environment.
The study is presented across five chapters: (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Results and Discussion, and (5) Discussion, Conclusion and Suggestions The remainder of the dissertation is organised as follows:
Chapter 1 introduces the research rationale, research aims, questions, significance, and the organisation of the study
Chapter 2 reviews the theoretical foundations of the study, examining pivotal concepts such as perceptions, peer coaching, feedback, and the RISE model.
Chapter 3 describes the research design, study contexts, participant selection via a judicious sampling technique, the chosen data collection instruments, data analysis procedures, considerations of research validity and reliability, and the temporal framework guiding the study's procedural steps.
Chapter 4 presents the study’s findings, including an analysis of the data and a discussion.
Chapter 5 summarises the study’s key findings, discusses their implications, and provides theoretical and pedagogical implications for stakeholders.
This chapter defines key concepts like perceptions, feedback, and peer coaching in the context of professional development activities (PDAs) and aligns them with the RISE model It also examines empirical studies on peer coaching in professional development (PD), alongside the theoretical frameworks of Social Constructivism and Andragogy Finally, the chapter highlights existing research gaps in the field.
This section presents a visual depiction of interrelated variables (refer to figure
2.1), followed by an explanation of key terms within the context of Professional
Development and the RISE model.
Firgure 2.1 The conceptual framework of terminology
Perception, defined by Jordaan & Jordaan (1986) as the ability to interpret sensory information and assign meaning to it, has been explored through various historical perspectives It is closely related to concepts like "belief" and "cognition," with Borg (2001) describing belief as an opinion that shapes cognition and actions, often accepted as true with strong personal commitment These beliefs play a crucial role in how individuals perceive and assimilate new information, particularly impacting pedagogic beliefs and influencing broader educational and life contexts (Borg, 2001, p 187).
Perception is a cognitive process that allows us to interpret and understand the world around us According to Morgan (1961), it involves distinguishing between different stimuli and assigning meaning to them.
299), while Lindgren (1973) sees it as a mediating process initiated by sensations (p.
292) Huffman and Vernoy (2000) describe perception as a dynamic process of
5 selecting, organising, and comprehending sensory information to form mental representations of our environment.
Perception in psychology refers to the process of interpreting sensory information based on our experiences, knowledge, and emotions (Shiraev & Levy, 2016) According to Douglas et al (1999), it is through perception that we assign meaning to sensory inputs, influencing our thoughts, emotions, and behaviors This process is inherently linked to individual experiences and perspectives (Mouly, 1973; Wick & Pick, 1978), leading to varied interpretations and emotional reactions to the same stimuli.
Perception is closely linked to attitudes, influencing how we convert sensory information into meaningful experiences (Lindsay & Norman, 1972) Our interpretation of experiences is shaped by cognitive frameworks and past experiences, often diverging from objective reality This underscores the dynamic and subjective nature of perception, which is molded by individual cognitive histories and personal perspectives.
As a researcher examining perception, I aim to define it as the cognitive process through which individuals understand their surroundings This process is shaped by personal experiences and emotions, leading to diverse emotional responses to the same stimuli among different people.
Feedback is a crucial element in my research, particularly in relation to Wray's (2013) RISE model for peer coaching Since 1984, Webster’s New World Dictionary has defined feedback as a process where the factors leading to a result are adjusted or enhanced by that result, and as a response that initiates such a process (Webster, 2001, p 520) Although feedback is relevant in numerous contexts, educational researchers primarily focus on its role within instructional environments.
Feedback is a multifaceted concept essential for helping students enhance their understanding and skills, as highlighted by Hattie and Timperley (2007) It can come from various sources, including teachers, peers, or through self-assessment, and is not a one-size-fits-all approach This dynamic process allows for acceptance, modification, or rejection of feedback, as noted by Kulhavy (1977), and is most impactful when both the giver and receiver are dedicated to mutual professional development Effective feedback must be relevant and tailored to specific learning objectives to foster meaningful growth.
6 learning tasks to maximise effectiveness and can influence motivation through affective processes (Sadler, 1989).
Mory (2004) identified four key perspectives on the role of feedback: as a motivating stimulus, reinforcing connections between actions and prior knowledge, aiding in error correction, and supporting the development of analytical methods in learners Precise feedback, especially within collaborative learning environments, plays a crucial role in enhancing learning outcomes (Narciss & Huth, 2006; Webb, 1991) In his follow-up study, "Feedback Research Revisited," Mory expands the discussion of feedback to include its importance in comparing actual versus desired outcomes.
(1993) underscores feedback's critical role in dynamic instructional environments, influencing the accuracy of human judgement and decision-making processes.
Feedback is a dynamic process that enables the adaptation of knowledge from diverse sources, going beyond simple reinforcement to include acceptance, modification, or rejection As an interactive component linked to learning tasks and motivation, feedback plays vital roles such as stimulating responses, reinforcing connections, aiding in error correction, and enhancing understanding, especially in collaborative learning environments.
2.1.2.2 Previous models on feedback guidance
Several prominent feedback guidance models have emerged over time, each aimed at enriching the significance of feedback in educational settings.
Bangert-Browns et al (1991) developed a five-stage model that integrates previous research on text-based feedback, focusing on the significance of mindfulness in the learner's reflective process This model outlines stages including initial state, strategy activation, response evaluation, and subsequent adjustments, underscoring the necessity of thoughtful engagement to prevent automatic, unconsidered responses.
Analysis of mean score differences across clusters
This report presents the results of paired-samples t-tests examining relationships among four constructs: teachers' understanding and awareness of the RISE model
61 (UAR), perceived benefits of its adoption (BRM), perceived challenges associated with its adoption (CRM), and the overall impact of the RISE model on instructional practices (OIM).
The t-tests indicated that the mean difference between UAR and BRM was not statistically significant (p=0.15), suggesting teachers did not find a notable difference in their understanding of the model versus its perceived benefits In contrast, a significant mean difference was observed between UAR and CRM (p