The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on the perceptions that shape their beliefs about student bullying.,The authors used interpretative phenomenological analysis to understand how participating teachers were using peer coaching in the action learning meetings to make sense of their subjective experiences with student bullying.,The authors report three themes (power, categories/labels and diversity/differences) explaining the perceptions that guided participants’ understanding of student bullying, and for each theme, describe how peer coaching enabled the participants to re-shape their interpretation of experiences with student bullying.,This study showed how peer coaching has the potential to empower teachers to devise meaningful action plans to address bullying. Future research using longitudinal quantitative research design could shed more light on the sustainability of those action plans.,Knowledge of teacher perceptions identified in the study can enrich anti-bullying interventions in schools. Furthermore, building a peer coaching action learning community can provide a form of systemic support to help teachers gain resilience in acting against student bullying in schools.,The study reveals the potential of peer coaching as a transformational learning tool to support teachers when dealing with student bullying.

中文翻译：

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支持目睹学生欺凌行为的老师

这项研究表明，同伴教练如何有可能使教师有能力制定有意义的行动计划以解决欺凌行为。使用纵向定量研究设计的未来研究可能会更加阐明这些行动计划的可持续性。研究中确定的教师认知知识可以丰富学校的反欺凌干预措施。此外，建立朋辈辅导行动学习社区可以提供一种系统的支持形式，以帮助教师增强抵御校园欺凌行为的应变能力。该研究揭示了朋辈辅导作为一种变革性学习工具的潜力，可以在与学生打交道时支持老师欺负。未来使用纵向定量研究设计的研究可能会更加阐明那些行动计划的可持续性。研究中确定的教师认知知识可以丰富学校的反欺凌干预措施。此外，建立朋辈辅导行动学习社区可以提供一种系统的支持形式，以帮助教师增强抵御校园欺凌行为的应变能力。该研究揭示了朋辈辅导作为一种变革性学习工具的潜力，可以在与学生打交道时为教师提供支持欺负。使用纵向定量研究设计的未来研究可能会更加阐明这些行动计划的可持续性。研究中确定的教师认知知识可以丰富学校的反欺凌干预措施。此外，建立朋辈辅导行动学习社区可以提供一种系统的支持形式，以帮助教师增强抵御校园欺凌行为的应变能力。该研究揭示了朋辈辅导作为一种变革性学习工具的潜力，可以在与学生打交道时支持老师欺负。