Peer observation as a transformatory tool?1

Peel, David

doi:10.1080/13562510500239125

Cited by 115 publications

(112 citation statements)

References 18 publications

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“…La observación en el aula y la retroalimentación se han convertido en prácticas de liderazgo pedagógico cada vez más comunes en varios sistemas educativos (Casabianca, McCaffrey, Gitomer, Bell, Hamre & Pianta, 2013;Ing & Montgomery, 2010;McMahon, Barrett & O'Neill, 2007;O'Leary, 2012;Peel, 2005;Taylor & Tyler, 2012). En un estudio realizado por la OCDE (2009) más del 70% de los profesores informaron que la observación en el aula era un aspecto importante en la evaluación de su desempeño.…”

Section: │2unclassified

Liderazgo pedagógico en directores nóveles en Chile: Prácticas de observación de clases y retroalimentación a profesores

Leiva

Montecinos

Aravena

2016

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El rol de los directores escolares es clave para movilizar la mejora de los centros escolares. A través de un enfoque cualitativo-longitudinal utilizando la técnica thin-slice, este artículo examinó la calidad de las prácticas asociadas con la observación en el aula y la retroalimentación proporcionada por 10 directores nóveles al final de su primer y su segundo año en el cargo. Los resultados de este estudio señalan que el patrón de observación de los directores nóveles experimenta cambios desde el primer al segundo año en el cargo, desde un foco en los docentes y el contenido hacia un foco en la interacción contenidos-estudiantes. Respecto del tipo de retroalimentación en el año 2 se observa mayor uso de una retroalimentación más descriptiva que evaluativa. Los resultados de esta investigación muestran cómo con más experiencia los directores fortalecen su liderazgo pedagógico. No obstante, las limitaciones observadas el año 1 y el escaso uso de retroalimentación que promueva la metacognición y reflexión en los docentes sugieren que la observación en aula y retroalimentación a los docentes son prácticas a desarrollar por los programas de formación para directores.

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Liderazgo pedagógico en directores nóveles en Chile: Prácticas de observación de clases y retroalimentación a profesores

Leiva

Montecinos

Aravena

2016

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“…Two of these were for participants who had undertaken bedside teaching sessions and one for those who had undertaken small group teaching sessions. Nearly all the participants described how they had been apprehensive and nervous about having their teaching observed in keeping with previously described teaching observation programmes (Peel 2005). Twenty-one of approximately 100 foundation doctors took the opportunity to have their teaching observed during the process and it has been recognised that the fear of criticism can be a reason for nonparticipation in teaching observation programmes (Adshead et al 2006).…”

Section: Group Feedback Sessionsmentioning

confidence: 99%

“…The observation process itself was also discussed, particularly the fear and anxiety that being observed may produce. This is recognised as being a barrier to development in peer observation (Peel 2005), especially when there may be perceived power differentials in the developmental model (Gosling 2002). The participants were reassured that this was for their development and that the reports of the teaching observation would be confidential.…”

Section: Pre-observation Stagementioning

confidence: 99%

Foundation observation of teaching project – A developmental model of peer observation of teaching

et al. 2012

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Introduction: Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. Methods: A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Results: Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. Discussion: The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. Conclusion: A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

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“…The literature review is organised as follows: first we provide a summary of the benefits and negatives of peer observation of teaching and we then review the literature on expert and peer observation as part of tutor development programs. Peel's (2005) review of the literature on peer observation of teaching reveals that it is used for two main purposes: development or performance management. Our focus is on the use of peer observation for development.…”

Section: Literature Reviewmentioning

confidence: 99%

The benefits of peer observation of teaching for tutor development

2007

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Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005). This paper describes the peer observation model used in the tutor development program in the Faculty of Economics and Business at the University of Sydney, and reports on the effectiveness of this exercise using quantitative and qualitative data from five sources. Results from 32 peer observations reveal both the common strengths and the areas in which tutors need to develop their teaching practice. Ninety four percent of participants found the exercise valuable and 88% said that they would change their teaching as a result of the exercise. This model can be applied in academic development programs in any discipline and suggestions for augmentation and improvement are provided.

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Peer observation as a transformatory tool?1

Cited by 115 publications

References 18 publications

Liderazgo pedagógico en directores nóveles en Chile: Prácticas de observación de clases y retroalimentación a profesores

Liderazgo pedagógico en directores nóveles en Chile: Prácticas de observación de clases y retroalimentación a profesores

Foundation observation of teaching project – A developmental model of peer observation of teaching

The benefits of peer observation of teaching for tutor development

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