The teacher as a reflective practitioner has become one of the most consistent themes of teacher

development. For Dewey (1933) and Schön (1987), reflective thinking is not just post-active in nature
but proactive and interactive as well. When reflection is done, teachers can appreciate that the nature
of their work engages them in a recursive cycle of reflective thinking that involves planning, acting and
reflecting (Lasley II, Matczynski, and Rowley 2002.)

Likewise, Lasley II et al. advocate peer coaching a professional development model representative of the
observation and assessment category of professional development. Virtually, this is a relationship
between two or more teachers commited to providing technical and psychological help for the
improvement of instruction and the development of student learning. Presented below are the three
phases of the cycle of reflective practice for peer coaching.

1. Planning- the focus of the observation, selecting the observation methodology, and negotiating
the role of the participants.
2. Acting- observing the teaching and learning episodes and making the record of evidence.
3. Reflecting- interpreting the observation record, making meaning, planning for new action, and
identifying new foci.

When teachers engage peer coaching, they gain confidence in what they are doing and become more
open to suggestions and critiques. Furthermore they engage in reflective thinking which is an indicator
of professional behavior of teachers.

DOMAINS OF KNOWLEDGE of Professional Teachers Schuman (1987)

Content Knowledge- knowledge of the particular subject to be taught, such as Filipino, Math, English
and History

Pedagogical content knowledge- that is, the special amalgam of content and pedagogy that is uniquely
the province of teachers-their own special form of professional understanding

Knowledge of learners and their characteristic

General pedagogical knowledge- with special preference to the broad principles and strategies of