ABSTRACT
The purpose of this study was to investigate the reflective stance of some of our life-science teachers in the Windhoek educational region. To collect the baseline data, I interviewed five teachers at a school in the Windhoek region. After having analyzed my data, I concluded that I needed to intervene and try something that could encourage reflective practices among the interviewed teachers. I introduced peer coaching as a tool for reflection. Before introducing peer coaching to the teachers, I gave them some literature on reflection in teacher education and peer coaching. The rationale for using peer coaching was to create a favorable milieu for teacher involvement in a continued dialogue of seeking underlying rationales, considering alternatives, and formulating hypotheses about daily practices.
