Reducing teachers' resistance to reciprocal peer observation

Despite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-serv...

Descripción completa

Detalles Bibliográficos
Autores: Ribosa, Jesús, Corcelles-Seuba, Mariona, Morodo, Andy, Duran, David
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universitat Ramon Llull (URL)
Repositorio:DAU Arxiu Digital de la Universitat Ramon Llull
OAI Identifier:oai:dau.url.edu:20.500.14342/3962
Acceso en línea:http://hdl.handle.net/20.500.14342/3962
https://doi.org/10.1111/ejed.12606
Access Level:acceso abierto
Palabra clave:Professors -- Formació
Observació entre iguals
id ES_ebb28375294dfd8ddb2c40ae35295fc0
oai_identifier_str oai:dau.url.edu:20.500.14342/3962
network_acronym_str ES
network_name_str España
repository_id_str
spelling Reducing teachers' resistance to reciprocal peer observationRibosa, JesúsCorcelles-Seuba, MarionaMorodo, AndyDuran, DavidProfessors -- FormacióObservació entre igualsDespite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO inter-vention, three aims are addressed: (1) to examine pretest-posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to ana-lyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was vali-dated and used as pretest- posttest. Student's paired sample t- test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling prop-erly trained, with additional variables moderating resist-ance towards being observed (i.e., gender, being part of the school management team, prior experience, school time ar-rangement). Thirdly, final resistance to both roles is moder-ated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may gener-ate are contingent on reducing teacher resistance.info:eu-repo/semantics/publishedVersionWileyUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna202420242023info:eu-repo/semantics/article21application/pdfhttp://hdl.handle.net/20.500.14342/3962https://doi.org/10.1111/ejed.12606reponame:DAU Arxiu Digital de la Universitat Ramon Llullinstname:Universitat Ramon Llull (URL)InglésEuropean Journal of Education, e12606info:eu-repo/grantAgreement/MCIN i AEI/PN I+D/PID2020-113719RB-100© L'autor/aAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:dau.url.edu:20.500.14342/39622026-06-21T06:40:37Z
dc.title.none.fl_str_mv Reducing teachers' resistance to reciprocal peer observation
title Reducing teachers' resistance to reciprocal peer observation
spellingShingle Reducing teachers' resistance to reciprocal peer observation
Ribosa, Jesús
Professors -- Formació
Observació entre iguals
title_short Reducing teachers' resistance to reciprocal peer observation
title_full Reducing teachers' resistance to reciprocal peer observation
title_fullStr Reducing teachers' resistance to reciprocal peer observation
title_full_unstemmed Reducing teachers' resistance to reciprocal peer observation
title_sort Reducing teachers' resistance to reciprocal peer observation
dc.creator.none.fl_str_mv Ribosa, Jesús
Corcelles-Seuba, Mariona
Morodo, Andy
Duran, David
author Ribosa, Jesús
author_facet Ribosa, Jesús
Corcelles-Seuba, Mariona
Morodo, Andy
Duran, David
author_role author
author2 Corcelles-Seuba, Mariona
Morodo, Andy
Duran, David
author2_role author
author
author
dc.contributor.none.fl_str_mv Universitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna
dc.subject.none.fl_str_mv Professors -- Formació
Observació entre iguals
topic Professors -- Formació
Observació entre iguals
description Despite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO inter-vention, three aims are addressed: (1) to examine pretest-posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to ana-lyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was vali-dated and used as pretest- posttest. Student's paired sample t- test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling prop-erly trained, with additional variables moderating resist-ance towards being observed (i.e., gender, being part of the school management team, prior experience, school time ar-rangement). Thirdly, final resistance to both roles is moder-ated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may gener-ate are contingent on reducing teacher resistance.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.14342/3962
https://doi.org/10.1111/ejed.12606
url http://hdl.handle.net/20.500.14342/3962
https://doi.org/10.1111/ejed.12606
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Education, e12606
info:eu-repo/grantAgreement/MCIN i AEI/PN I+D/PID2020-113719RB-100
dc.rights.none.fl_str_mv © L'autor/a
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © L'autor/a
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 21
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:DAU Arxiu Digital de la Universitat Ramon Llull
instname:Universitat Ramon Llull (URL)
instname_str Universitat Ramon Llull (URL)
reponame_str DAU Arxiu Digital de la Universitat Ramon Llull
collection DAU Arxiu Digital de la Universitat Ramon Llull
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869423250480562176
score 15,300724

Similares en LA Referencia