Problem Research On Teachers Peer Coaching In School-based Educational Research

Teachers'peer coaching is one of the important means of school-based research, teachers'peer coaching mutual influence the quality and the effect is the main factor, teachers"self-reflection", teachers collective"peer coaching", professional researchers and the"experts"is the school-based research and teacher professional development of three basic forces, and teachers, indispensable partner and collective marks and school-based research is the soul of the previous studies, in the research on teachers questions and no cause mutual companion enough attention, the author of the school of Changchun T questionnaire, whereas in the school-based research fellow teachers and the important position and role in trying to study, research fellow teachers assistance when problems, analyses the causes of the existing problems, and to find a solution to the problem of the corresponding countermeasure, improve the quality and the effect of school-based research, promote the professional development of teachers.First, this research mainly adopts questionnaire method, the middle school teachers'research fellow of the implementation and comprehensive investigation. According to the results of the survey, the current research of the school teachers and fellow problems remain: interdisciplinary between teachers and fellow rarely; Peer education theories and their personnel quality is not high; Teachers and fellow only paying attention to form, content of practicality; Teachers and fellow realization forms and methods are simple; Teachers and fellow the time insufficient ; Lack of mutual cooperation school atmosphere.Secondly, the knowledge structure of the teachers,the ability structure of teachers,teacher's work burden,the school leader attention and participate in,the school evaluation system,school teachers and fellow is analyzed in the cause of the problem.Finally, put forward the corresponding countermeasures to solve problems: Strengthening the mutual cooperation consciousness; Enhancing the effectiveness of teacher companion mutual activities; Conducting the expert guidance teachers and fellow; Noticing the specialization of teacher training; Guaranteeing fellow teachers and time; Building collaborative relationships.