Abstract
<jats:p>This entry defines peer coaching (PC) as a strong tool for teacher professional development (TPD), at the heart of which lies collaboration, co‐participation, reflection, and mutual support. It then highlights the significance and benefits of PC and stresses the need for ongoing reflection in PC, wherein teachers share ideas, enhance their knowledge and skills, and are provided with supportive feedback. Next, it deals with the major theoretical frameworks underlying PC including the social constructivist theory of Vygotsky, Wenger's communities of practice, Kolb's experiential learning theory, and Shön and Dewey's ideas on reflection, followed by some research findings on how PC contributes to TPD. Then, the major challenges facing TPD are dealt with, including inadequate feedback, time constraints, peers' varied proficiency levels, curriculum change, isolation, and so forth, which can be obviated through PC. Some practical implications are discussed with suggestions on how to implement PC successfully including, among other strategies, cordiality, systematicity (i.e., the POFaR model of PC), technology adoption, and expansion. Finally, the concluding remarks on PC, its crucial role in TPD, and how its impact can be enhanced are presented.</jats:p>