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he Current Implementation Situation of Peer Coaching.... 39
Chapter Five Conclusion .......46
5.1 Major Findings..... 46
5.2 Implications.... 47
5.3 Limitations of the Study......... 58
5.4 Suggestions for Further Study...... 59

Chapter Four Results and Discussion

4.1 The Influences of Peer Coaching on TPD
According to the questionnaire and interview, it is found that nearly 91.9% teachers thinkhighly of peer coaching in TPD. However, this kind of influence is preconditioned on two mainpoints that are the building of coaching relationship and the contents of coaching. Only thosecoaching activities based on TPD is helpful, enjoyable and effective. (Cui Yunhuo，2005) Thenwhat influences on earth does peer coaching have on teachers’ professional development? As isstated in the literature review in chapter two, TPD is a concept with various connotations, forinstance, teachers’ knowledge, ability, belief and emotions and so on. Because of the specialty ofCETs, in the following part, analysis will just focus on teaching and research aspects in beneficialcontents, while the beneficiary of peer coaching, differentiating in the light of teachers educationalbackground and teaching length.

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Conclusion

By giving out questionnaires and summarizing the results of the questionnaire, plus thecompensation of interview and observation methods, several findings are found out, responding tothe research questions proposed in the third chapter:In the first instance, with the courses reform and development of the education, more andmore teachers have realized that the former “fighting alone” development method has gotten out ofthe tendency, on the contrary, only by “living together” with others by means of cooperation orcoaching, is one able to survive in the extremely competitive surroundings. However, the fact isthat this consciousness does not transform to the real practice as ideally as possible, in view ofvarious reasons of different aspects.In order to make peer coaching fully play its role, in the above part, by comprehensivelyanalyzing the questionnaire results, several reasons are dug out, mainly from the subject—teachersthemselves and the object—colleges perspectives. Subjectively, the reasons for which the currentproblem exists lie in teachers’ imperfect self-competence, lack of cognition and consciousnesswhich enable them to conduct peer coaching automatically, and time limitation brought about byteachers daily affairs arrangement. Objectively, the potential unsatisfactory factors from collegesare colleges’ teacher atmosphere, administrative arrangements and even the evaluation ormanagement systems or rules.
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Reference (omitted)

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