His ideas are in my head: peer-to-peer teacher observations as professional development

Hamilton, Erica R.

doi:10.1080/19415257.2012.726202

Cited by 34 publications

(27 citation statements)

References 35 publications

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“…In hardly any article, the authors acknowledged this possible bias. In a few studies (Hamilton 2013;Koc 2011) researchers asked an independent colleague for reliability checks.…”

Section: Meta-methodsmentioning

confidence: 99%

Learning outcomes of teacher professional development activities: a meta-study

Thurlings

Brok

2017

Educational Review

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Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a metastudy approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.Teacher professional development (TPD) is considered to be an important approach for the improvement of quality of education (Borko and Putnam 1995;Coe et al. 2014;Desimone 2009;Hattie 2009). Many studies have explored what characteristics make TPD effective and concluded that TPD should focus on developing subject matter knowledge as well as pedagogical content knowledge, hold active and inquiry-based activities, span over a larger time period, and that teachers should work together with their colleagues (Desimone 2009;Putnam and Borko 2000;Van Veen, Zwart, and Meirink 2012). Examples of TPD wherein teachers learn with their colleagues are peer coaching (Ackland 1991) and communities of practice (Lave and Wenger 1991;Wenger 1998). In this article, we call such activities peer teacher professional development (PTPD) activities, and we will report on a review study that focussed on the learning outcomes of (student) teachers as a result of participating in such activities.In this review study, a variety of PTPD activities are combined into a comprehensive overview. On a conceptual level and based on different functions of the activities (e.g. Little 1990) and group size, we distinguish three different types of PTPD activities: (a) coaching, wherein individuals support another individual, reciprocal or non-reciprocal, in achieving individual goals (e.g. peer coaching, peer feedback); (b) collaborating, wherein larger groups this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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“…In hardly any article, the authors acknowledged this possible bias. In a few studies (Hamilton 2013;Koc 2011) researchers asked an independent colleague for reliability checks.…”

Section: Meta-methodsmentioning

confidence: 99%

Learning outcomes of teacher professional development activities: a meta-study

Thurlings

Brok

2017

Educational Review

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“…Hypothesis 3: PTL activities become more effective when they have a reflection component The findings showed that if reflection was elicited in PTL activities, for instance, by visiting another teacher's classroom (Hamilton, 2013;Manouchehri, 2001) or by working on collaborative tasks (Lockhorst, Admiraal, & Pilot, 2010;Matthew, Felvegi, & Callaway, 2009), this led to a perceived gain in knowledge, self-knowledge, and ideas for improving one's own teaching skills. For example, after assessment PTL activities, student teachers reported reflection helped them identifying the strengths and weaknesses of their teaching and to consider ways to refine their teaching (Buchanan & Stern, 2012).…”

Section: Mechanisms Of Ptl Activitiesmentioning

confidence: 99%

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Thurlings

Brok

2018

Educational Research and Evaluation

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The aim of this review in the form of a realist synthesis is to understand what makes peer (student) teacher learning activities effective. Three types of peer learning were explored: collaborative, coaching, and assessment activities. Hypotheses were developed and tested against a set of 63 studies. These hypotheses indicated what mechanisms (i.e., characteristics of the activities) would influence the effectiveness of the activities and which contexts (i.e., factors) influenced this process. Findings showed that activities wherein participants gain subject matter and pedagogical content knowledge and apply this into practice made such learning effective. Peer learning is also reinforced by facilitators, reflection, and feedback, and influenced by personal and interpersonal factors. The main contribution of this realist synthesis is the practical implications for developers of peer learning activities, for school leaders and teacher educators, and for (student) teachers.

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“…Dicho instrumento se implementa para observar a un profesor en una sesión de Science en Educación Primaria y poder ofrecerle feedback descriptivo y evaluativo de un aspecto muy concreto: su uso del apoyo lingüístico. Este estudio de caso centrado en el análisis lingüístico pretende poner de relieve que la observación sistemática entre iguales tiene potencial como evaluación formativa para los docentes en activo (Hamilton, 2012;Harper & Nicolson 2012).…”

Section: Introductionunclassified

Evaluación Formativa de la Lengua de los Profesores de Science: un Estudio de Caso

Pozo

Calle

2018

Estud. pedagóg.

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La educación bilingüe se está implantando de forma cada vez más creciente en los centros de Educación Primaria de España. Entre los muchos retos que se plantean está el de la formación del profesorado. Este artículo propone la evaluación formativa por medio de la observación entre iguales como una posible herramienta para contribuir a la formación del profesorado de educación bilingüe. El trabajo comienza resaltando la relevancia del apoyo lingüístico del profesor al alumno en situaciones de aprendizaje bilingüe. Se contemplan las ventajas y limitaciones de la observación entre iguales como evaluación formativa. De la consideración de ambos surge un instrumento de evaluación formativa que se implementará para la observación de un profesor impartiendo clase de Science en 2º curso de Educación Primaria. Los resultados de la observación permiten ver el tipo de apoyo más frecuente y orientar al profesor en la mejora de su práctica. Palabras claves: evaluación formativa, observación entre iguales, formación del profesorado, Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE).

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His ideas are in my head: peer-to-peer teacher observations as professional development

Cited by 34 publications

References 35 publications

Learning outcomes of teacher professional development activities: a meta-study

Learning outcomes of teacher professional development activities: a meta-study

Student teachers’ and in-service teachers’ peer learning: a realist synthesis

Evaluación Formativa de la Lengua de los Profesores de Science: un Estudio de Caso

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