Peer Observations among Faculty in a College of Education: Investigating the Summative and Formative Uses of the Reformed Teaching Observation Protocol (RTOP)

Autor/inn/en	Amrein-Beardsley, Audrey; Osborn Popp, Sharon E.
Titel	Peer Observations among Faculty in a College of Education: Investigating the Summative and Formative Uses of the Reformed Teaching Observation Protocol (RTOP)
Quelle	In: Educational Assessment, Evaluation and Accountability, 24 (2012) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-011-9135-1
Schlagwörter	Education Courses; Observation; Mathematics Teachers; Teacher Educators; Science Teachers; College Faculty; Higher Education; Science Instruction; Science Education; Peer Evaluation; Formative Evaluation; Summative Evaluation; Teacher Education; Teacher Educator Education; Schools of Education; Mathematics Instruction; Mathematics Education + Suchen Sie Ihr Suchwort? Fortbildungskurs; Beobachtung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Science; Science teacher; Wissenschaft; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Erziehungswissenschaftliche Fakultät; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The purpose of this study was to investigate whether the RTOP would prove useful for formative and summative purposes across teacher education courses in general. While participants saw value in the peer observation process and the RTOP instrument, findings suggest that the perceived formative functions of the RTOP outweighed the instrument's summative value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10