Samenvatting

Our research aims to formulate design guidelines for stimulating teachers' professional development using video feedback in collaborative settings. The study investigates guidelines concerning video feedback in peer coaching settings and focuses on a setting with three roles (of trainee, coach and observer), (c) coach training, (d) ownership of learning goals and (e) focus on outcomes in classroom. A scheme was developed consisting of six coach training sessions and of peer reciprocal coaching in subgroups with video feedback of classroom performances. Within these subgroups three teachers took turns in different roles: as trainee, as coach and as observer of the coaching dialogue. The study explores the coach's roles that are beneficial for the learning process of their peers and seeks to understand how watching video records of own practice supports teachers to examine their own professional behaviour in new ways. Data for this study includes videotaped and transcribed subgroup dialogues and, for triangulation, data from learning reports, audio tapes and observational notes of the training sessions, questionnaires, and in-depth semi-structured interviews with all participants.
Coaching in a setting with three well defined roles (trainee, coach, observant) proved valuable. The coach role was very important for the depth of the reflection process. Non-directive coaching skills created necessary safety and space for learning, but more directive coaching skills such as 'Continue to ask questions' were necessary to deepen the reflection process from more descriptive and perceptive reflections to more receptive, interactive and critical reflections. In the dialogues the participants reflect on practice, on context, on values, and on improvements. Working with (peer) observers of the coaching dialogs improved performance and forced the group to take their roles more seriously. Essential for the scheme to work is a high degree of equality between participants.