Research Peer Coaching (Respeerching): A Supplemental Practice In Educational Research Among Teacher Education Students
DOI:
https://doi.org/10.64169/dje.116Keywords:
Research, peer coaching, student mentoring, teacher; education, qualitative research, action research, virtual learningAbstract
Undergraduate teacher education students are required to produce quality research. To assist their research journey, they were tasked with joining Research Peer Coaching (Respeerching), a supplemental practice designed to help students learn and conduct research. Relative to these, the researchers explored the learning insights and experiences of teacher education students in the Respeerching activities. Fifteen (15) participants were selected through purposive sampling. Through the use of thematic analyses, the findings revealed positive impressions of the intervention, including the explicit explanation provided by student-coaches, intact collaboration as approachable mentors, and reduced group conflicts in the research. The study also demonstrated that challenges were successfully addressed during the process. These were the communication stressors and the initial feeling of uneasiness among the coaches. To further improve the research peer coaching, student-participants recommended utilizing the activity in a face-to-face setting and making some time adjustments to increase participation. The study's findings will serve as a basis for enhancing this intervention. It is further concluded that this researchpeer coaching strategy can give assistance to teacher education students in conducting research.
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Copyright (c) 2025 Catherine G Danganan, Alberto G. Gamboa, Jenelyn T Peña
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