This qualitative multiple case study observed the peer coaching process and tracked the changes in four elementary school English teachers as they participated in peer coaching. The purpose of this study is to investigate the patterns and processes involved in peer coaching interactions, as well as the changes in teachers’ identities. Four participants were divided into teams of two teachers who participated in peer coaching for a period of eight months. The peer coaching took place in a five-stage cycle involving pre-instruction coaching, class observation, post-instruction coaching, planning of action, and action. Data were collected from multiple sources including interview, lesson plans, classroom observations, peer coaching observations, teachers’ self-reflective essays and field notes. Data were analyzed using constant comparative methods as well as narrative inquiry methods. The key findings of the peer coaching were as follows: First, participants opened themselves up to vulnerability based on confidentiality and were aware of the disjuncture between their beliefs and their lessons, which led them to undergo self-transformation. Second, the construction of teachers’ identities was affected by communication with peers and dependent upon the sociocultural context. The findings of the study suggest peer coaching as a catalyst to empower teachers to reflect on their classroom practice. The findings also indicate that teacher identity and emotions need to be considered in teacher education. This study is expected to contribute to the field of L2 teacher education research and promote collaborative and collegial learning environments in school.

Seonyoung Park teaches at Gwangju Taebong Elementary School in Gwangju. She received a Ph.D in English Education from Chonnam National University. Her main professional interests are teacher development through peer coaching, teacher feedback and multi-sensory activities including music.