Training the Trainer: Designing a Pre-Peer Coaching Training Model in Turkish Higher Education

Despite the well-documented benefits of peer coaching in teacher professional development, limited attention has been given to the formal training of peer coaches themselves, particularly in Turkish higher education contexts. This qualitative case study, informed by design-based research (DBR) principles, addresses this gap by designing and describing a pre-peer coaching training model developed for a tertiary English preparatory program in Istanbul, Türkiye. The study reports on two phases: Phase 1 involved semi-structured interviews with 23 participants (instructors, team leaders, and professional development staff) to conduct a needs analysis, and Phase 2 involved designing the training model based on the identified needs. Thematic analysis revealed three core themes: (1) role clarity and structure, (2) integration of pedagogical and institutional support, and (3) the importance of communication skills. Grounded in Kolb’s (1984) experiential learning theory, Knowles’ (1984) andragogy framework, and Andreanoff’s (2016) coach training model, the resulting 90-minute training model is structured around eight learning outcomes and includes scenario-based tasks, skills cards, and reflective activities. Three transferable design principles are proposed for institutions seeking to implement or improve peer coaching programs.