Does reciprocal peer observation promote the transfer of learning to teaching practice?

This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer...

Descripción completa

Detalles Bibliográficos
Autores: Flores Coll, Marta|||0000-0003-0112-1851, Sala Bars, Ingrid|||0000-0002-4750-2943, Ortiz Rodríguez, Maite|||0000-0002-0251-5441, Duran Gisbert, David|||0000-0002-0640-3834
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:296882
Acceso en línea:https://ddd.uab.cat/record/296882
https://dx.doi.org/urn:doi:10.1002/pits.23259
Access Level:acceso abierto
Palabra clave:Inservice education
Reciprocal peer observation
School/teacher effectiveness
Teacher professional development
Transfer of learning
id ES_340b03b82a9e643cbd361e9bcda69dd6
oai_identifier_str oai:ddd.uab.cat:296882
network_acronym_str ES
network_name_str España
repository_id_str
spelling Does reciprocal peer observation promote the transfer of learning to teaching practice?Flores Coll, Marta|||0000-0003-0112-1851Sala Bars, Ingrid|||0000-0002-4750-2943Ortiz Rodríguez, Maite|||0000-0002-0251-5441Duran Gisbert, David|||0000-0002-0640-3834Inservice educationReciprocal peer observationSchool/teacher effectivenessTeacher professional developmentTransfer of learningThis paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development. Practitioner points Participation in one cycle of Reciprocal Peer Observation promotes the transference of Improvement Goals to the teaching practice and significantly contributes to Teacher Professional Development. School's collaborative culture and collective agency, focused on positive interdependence, are predictive factors for the successful implementation of Improvement Goals in classroom practice. Personal competencies-such as perceived efficacy, responsibility, and motivation-and contextual factors-such as the value of partner support and the availability of opportunities to implement Improvement Goals-act as levers for the successful Improvement Goals transference. 22024-01-0120242024-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/296882https://dx.doi.org/urn:doi:10.1002/pits.23259reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2968822026-06-06T12:50:31Z
dc.title.none.fl_str_mv Does reciprocal peer observation promote the transfer of learning to teaching practice?
title Does reciprocal peer observation promote the transfer of learning to teaching practice?
spellingShingle Does reciprocal peer observation promote the transfer of learning to teaching practice?
Flores Coll, Marta|||0000-0003-0112-1851
Inservice education
Reciprocal peer observation
School/teacher effectiveness
Teacher professional development
Transfer of learning
title_short Does reciprocal peer observation promote the transfer of learning to teaching practice?
title_full Does reciprocal peer observation promote the transfer of learning to teaching practice?
title_fullStr Does reciprocal peer observation promote the transfer of learning to teaching practice?
title_full_unstemmed Does reciprocal peer observation promote the transfer of learning to teaching practice?
title_sort Does reciprocal peer observation promote the transfer of learning to teaching practice?
dc.creator.none.fl_str_mv Flores Coll, Marta|||0000-0003-0112-1851
Sala Bars, Ingrid|||0000-0002-4750-2943
Ortiz Rodríguez, Maite|||0000-0002-0251-5441
Duran Gisbert, David|||0000-0002-0640-3834
author Flores Coll, Marta|||0000-0003-0112-1851
author_facet Flores Coll, Marta|||0000-0003-0112-1851
Sala Bars, Ingrid|||0000-0002-4750-2943
Ortiz Rodríguez, Maite|||0000-0002-0251-5441
Duran Gisbert, David|||0000-0002-0640-3834
author_role author
author2 Sala Bars, Ingrid|||0000-0002-4750-2943
Ortiz Rodríguez, Maite|||0000-0002-0251-5441
Duran Gisbert, David|||0000-0002-0640-3834
author2_role author
author
author
dc.subject.none.fl_str_mv Inservice education
Reciprocal peer observation
School/teacher effectiveness
Teacher professional development
Transfer of learning
topic Inservice education
Reciprocal peer observation
School/teacher effectiveness
Teacher professional development
Transfer of learning
description This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development. Practitioner points Participation in one cycle of Reciprocal Peer Observation promotes the transference of Improvement Goals to the teaching practice and significantly contributes to Teacher Professional Development. School's collaborative culture and collective agency, focused on positive interdependence, are predictive factors for the successful implementation of Improvement Goals in classroom practice. Personal competencies-such as perceived efficacy, responsibility, and motivation-and contextual factors-such as the value of partner support and the availability of opportunities to implement Improvement Goals-act as levers for the successful Improvement Goals transference.
publishDate 2024
dc.date.none.fl_str_mv 2
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/296882
https://dx.doi.org/urn:doi:10.1002/pits.23259
url https://ddd.uab.cat/record/296882
https://dx.doi.org/urn:doi:10.1002/pits.23259
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869405785475252224
score 15,812429

Similares en LA Referencia