What Catches the Eye in Class Observation? Observers' Perspectives in a Multidisciplinary Peer Observation of Teaching Program

Autor/inn/en	Torres, Ana Cristina; Lopes, Amélia; Valente, Jorge M. S.; Mouraz, Ana
Titel	What Catches the Eye in Class Observation? Observers' Perspectives in a Multidisciplinary Peer Observation of Teaching Program
Quelle	In: Teaching in Higher Education, 22 (2017) 7, S.822-838 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopes, Amélia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1301907
Schlagwörter	Peer Evaluation; Observation; Interdisciplinary Approach; Teaching Methods; Foreign Countries; College Faculty; Teacher Evaluation; Interviews; Content Analysis; Scores; Teacher Student Relationship; Student Motivation; Learner Engagement; Independent Study; Qualitative Research; Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Beobachtung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fakultät; Teacher appraisal; Lehrerbeurteilung; Interviewing; Interviewtechnik; Inhaltsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Selbststudium; Qualitative Forschung; Statistische Analyse
Abstract	Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students' engagement is also suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01