Preservice Teachers’ Perceptions of Peer Support Groups for Enhancing Classroom Management Skills

This article reports the results of a qualitative exploratory study with the objective of inquiring about the perceptions of a group of preservice teachers regarding the analysis of classroom incidents through peer support groups as a strategy for enhancing their classroom management skills in an English teacher education program at a Colombian university. The data gathered included one-on-one and focus group interviews as well as the researchers’ field notes. Findings indicated that the selected strategy helped participants reflect on their own and others’ experiences, feel better prepared to respond to similar future situations, and raise awareness about the complexity of teaching and identity construction. The participants also acknowledged the relevance and usefulness of peer support groups for teacher education.