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Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school.
- Source :
-
Reflective Practice . Feb2023, Vol. 24 Issue 1, p45-58. 14p. - Publication Year :
- 2023
-
Abstract
- Peer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed. [ABSTRACT FROM AUTHOR]
- Subjects :
- *EVALUATION of teaching
*TEACHING methods
*AFFINITY groups
*RESEARCH
*EVALUATION of human services programs
*CONFIDENCE
*SELF-perception
*QUALITATIVE research
*PHILOSOPHY of education
*INTERPROFESSIONAL relations
*RESEARCH funding
*DATA analysis software
*CONTENT analysis
*TEACHER development
*EDUCATIONAL outcomes
*DIFFUSION of innovations
*LONGITUDINAL method
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 24
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 161394398
- Full Text :
- https://doi.org/10.1080/14623943.2022.2130225