From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development

Mueller, Robin; Schroeder, Meadow

doi:10.1007/s10755-018-9436-0

Cited by 11 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As part of the formative process, instructors observing their colleagues have the opportunity to learn new classroom skills, including high-and low-tech assessment techniques. At one campus, instructors who engaged in such nonevaluative observation for teaching development were motivated by a desire to learn new techniques and, following their observation, intended to use the strategies they observed (Mueller & Schroeder, 2018). It can be eye-opening to look outside one's own classroom and see the broader environment in our departments and institutions.…”

Section: Assess Discuss and Reflectmentioning

confidence: 99%

A framework for setting educational priorities.

Beers¹

2021

Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance.

View full text Add to dashboard Cite

Section: Assess Discuss and Reflectmentioning

confidence: 99%

A framework for setting educational priorities.

Beers¹

2021

Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance.

View full text Add to dashboard Cite

“…Our second hypothesis is that the number of students in a class impacts teaching behaviour; lecturers teaching small classes demonstrate more advanced teaching behaviour than lecturers teaching large classes. Large classes bring unique challenges to the teaching and learning environment, such as classroom management (Biggs & Tang, 2011;Mueller & Schroeder, 2018), developing students' academic skills (Clarence et al, 2014), and implementing differentiated instruction (Turner et al, 2017).…”

Section: Aim and Hypothesesmentioning

confidence: 99%

Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

Noben

Deinum

Hofman

2020

International Journal for Academic Development

View full text Add to dashboard Cite

This study examines the extent to which lecturers demonstrate effective teaching behaviour. The results of 203 observations reveal substantial differences in detected teaching behaviour. Lecturers mostly demonstrated teaching behaviour in the domains classroom climate, efficient organisation, and instruction. Teaching behaviour relating to the domains activating teaching and teaching learning strategies was observed less frequently, with almost no evidence of behaviour associated with the domain differentiation. The quality of teaching in small classes was slightly higher than that in large classes. These findings can help tailor professional learning activities to lecturers' professional development needs.

show abstract

“…He argued that, in a reflective context, peer observation is carried out to encourage self-reflection and self-awareness about one's teaching. Researchers have reported positive effects of peer observation without evaluating or judging the person being observed (Berenson, 2017;Mueller & Schroeder, 2018;Thomson, Bell, & Hendry 2015).…”

Section: Peer Observationsmentioning

confidence: 99%

Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

Almusharraf¹

2020

AWEJ

View full text Add to dashboard Cite

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

show abstract

From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development

Cited by 11 publications

References 26 publications

A framework for setting educational priorities.

A framework for setting educational priorities.

Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

Contact Info

Product

Resources

About