Learning from Reciprocal Peer Observation: A Collaborative Self-Study

Autor/inn/en	Pressick-Kilborn, Kimberley; te Riele, Kitty
Titel	Learning from Reciprocal Peer Observation: A Collaborative Self-Study
Quelle	In: Studying Teacher Education, 4 (2008) 1, S.61-75 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Peer Evaluation; Observation; Collegiality; Autobiographies; Teacher Education; Teaching Methods; Standards; Student Characteristics; Role Models; Professional Development; Higher Education; Feedback (Response); Theory Practice Relationship; Student Adjustment + Suchen Sie Ihr Suchwort? Beobachtung; Kollegialität; Autobiography; Autobiografie; Autobiographie; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Identifikationsfigur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theorie-Praxis-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance. In this study we make connections between learning from each other, ourselves, our students and theories of teaching and learning. Specifically, we address what we learned about pedagogy in relation to missed opportunities, teacher-directedness and articulating purpose; about curriculum, in relation to balance and standards; about our students, in relation to their backgrounds as well as social tensions; and about ourselves as teachers and learners in relation to rapport, role modeling and collegiality. We demonstrate how peer observation can be a valuable component of ongoing professional development for tertiary teachers. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10