Teachers' closeness of professional relationship and its role in learning perception after reciprocal peer observation
Extant literature on reciprocal peer observation has reported teachers' perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in thi...
| Autores: | , , , |
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| 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:289865 |
| Acceso en línea: | https://ddd.uab.cat/record/289865 https://dx.doi.org/urn:doi:10.1016/j.tate.2024.104469 |
| Access Level: | acceso abierto |
| Palabra clave: | Classroom observations In-service teachers Interpersonal relations Peer observation Professional development Teacher learning |
| Sumario: | Extant literature on reciprocal peer observation has reported teachers' perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in this study. First, it provides pretest-posttest evidence of increased closeness of professional relationship, as well as exploratory teacher interpretations via group interviews. Educational stage might affect this increase. Second, it shows that, rather than initial closeness as a prerequisite, it is final closeness which significantly affects teacher learning perception. Statistical analyses also show the relevance of school time arrangement. |
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