Formative Observation of Teaching: Focusing Peer Assistance on Teachers' Developmental Goals

Autor/inn/en	Drew, Steve; Phelan, Liam; Lindsay, Katherine; Carbone, Angela; Ross, Bella; Wood, Kayleen; Stoney, Susan; Cottman, Caroline
Titel	Formative Observation of Teaching: Focusing Peer Assistance on Teachers' Developmental Goals
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 6, S.914-929 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ross, Bella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1209733
Schlagwörter	Foreign Countries; Formative Evaluation; Peer Evaluation; Observation; College Faculty; Educational Practices; Goal Orientation; Educational Objectives; Faculty Development; Alignment (Education); Classroom Observation Techniques; Feedback (Response); Teacher Improvement; Notetaking; Usability; Australia + Suchen Sie Ihr Suchwort? Ausland; Beobachtung; Fakultät; Bildungspraxis; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Australien
Abstract	Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers' observations with teachers' developmental goals. Analysis of observers' uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01