Impact of reciprocal peer observation on teacher collaboration perceptions
This study aims to assess the effectiveness of recipro-cal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically design...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Ramon Llull (URL) |
| Repositorio: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/3961 |
| Acceso en línea: | http://hdl.handle.net/20.500.14342/3961 https://doi.org/10.1002/berj.3958 |
| Access Level: | acceso abierto |
| Palabra clave: | Col·laboració entre professors Actitud Observació entre iguals |
| Sumario: | This study aims to assess the effectiveness of recipro-cal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis. The study employed a longitudinal observational design, with 400 teachers in a pre/post-test study. The impact of RPO was examined on three dimensions related to professional collaboration: collaborative school culture, collective agency and teachers' attitudes towards collaboration. The results revealed that par-ticipants' perceptions of collaboration improved sig-nificantly after the implementation of RPO. The study confirms the utility of RPO as a professional col-laborative practice that can foster changes in teach-ers' perceptions of the collaborative school culture, teachers' sense of collective agency and teachers' preference for collaboration over individual work. The study concludes with a discussion of its educational implications. |
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