Reciprocal peer observation

Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other's practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to...

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Autores: Miquel, Ester|||0000-0002-6557-2574, Monguillot, Meritxell|||0000-0002-1114-6529, Soler, Mireia|||0000-0003-3502-7556, Duran Gisbert, David|||0000-0002-0640-3834
Formato: artículo
Fecha de publicación:2024
País:España
Recursos:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:296842
Acesso em linha:https://ddd.uab.cat/record/296842
https://dx.doi.org/urn:doi:10.1080/20004508.2024.2370116
Access Level:acceso abierto
Palavra-chave:Learning goals
Reciprocal peer observation
Reflective practice
Teacher learning
Written guidelines
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spelling Reciprocal peer observationa mechanism to identify professional learning goalsMiquel, Ester|||0000-0002-6557-2574Monguillot, Meritxell|||0000-0002-1114-6529Soler, Mireia|||0000-0003-3502-7556Duran Gisbert, David|||0000-0002-0640-3834Learning goalsReciprocal peer observationReflective practiceTeacher learningWritten guidelinesReciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other's practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: pre-observation meeting; observation and brief report by observee; feedback meeting; and reflective writing by observee with a learning goal. Using different instruments (post-observation report, audio recording of the feedback meeting, final reflective synthesis; evaluation questionnaire and group interviews), the study has shown that most teachers identified the learning goal in the three stages of the cycle, which allowed them to refine it based on their own reflections and those of the observer; and to make better use of the feedback. Consequently, this process has led to higher quality learning goals. However, these same teachers also formulate-to a lesser extent-lower quality goals. The study provides criteria to further guide reciprocal peer observation towards the improvement of teacher learning.Umea School of Education, Umea University 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/296842https://dx.doi.org/urn:doi:10.1080/20004508.2024.2370116reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgencia Estatal de Investigación https://doi.org/10.13039/501100011033 PID2020-113719RB-I00open 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, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2968422026-06-06T12:50:31Z
dc.title.none.fl_str_mv Reciprocal peer observation
a mechanism to identify professional learning goals
title Reciprocal peer observation
spellingShingle Reciprocal peer observation
Miquel, Ester|||0000-0002-6557-2574
Learning goals
Reciprocal peer observation
Reflective practice
Teacher learning
Written guidelines
title_short Reciprocal peer observation
title_full Reciprocal peer observation
title_fullStr Reciprocal peer observation
title_full_unstemmed Reciprocal peer observation
title_sort Reciprocal peer observation
dc.creator.none.fl_str_mv Miquel, Ester|||0000-0002-6557-2574
Monguillot, Meritxell|||0000-0002-1114-6529
Soler, Mireia|||0000-0003-3502-7556
Duran Gisbert, David|||0000-0002-0640-3834
author Miquel, Ester|||0000-0002-6557-2574
author_facet Miquel, Ester|||0000-0002-6557-2574
Monguillot, Meritxell|||0000-0002-1114-6529
Soler, Mireia|||0000-0003-3502-7556
Duran Gisbert, David|||0000-0002-0640-3834
author_role author
author2 Monguillot, Meritxell|||0000-0002-1114-6529
Soler, Mireia|||0000-0003-3502-7556
Duran Gisbert, David|||0000-0002-0640-3834
author2_role author
author
author
dc.subject.none.fl_str_mv Learning goals
Reciprocal peer observation
Reflective practice
Teacher learning
Written guidelines
topic Learning goals
Reciprocal peer observation
Reflective practice
Teacher learning
Written guidelines
description Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other's practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: pre-observation meeting; observation and brief report by observee; feedback meeting; and reflective writing by observee with a learning goal. Using different instruments (post-observation report, audio recording of the feedback meeting, final reflective synthesis; evaluation questionnaire and group interviews), the study has shown that most teachers identified the learning goal in the three stages of the cycle, which allowed them to refine it based on their own reflections and those of the observer; and to make better use of the feedback. Consequently, this process has led to higher quality learning goals. However, these same teachers also formulate-to a lesser extent-lower quality goals. The study provides criteria to further guide reciprocal peer observation towards the improvement of teacher learning.
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/296842
https://dx.doi.org/urn:doi:10.1080/20004508.2024.2370116
url https://ddd.uab.cat/record/296842
https://dx.doi.org/urn:doi:10.1080/20004508.2024.2370116
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 PID2020-113719RB-I00
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc/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/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Umea School of Education, Umea University
publisher.none.fl_str_mv Umea School of Education, Umea University
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
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