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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 :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 161394398
- Full Text :
- https://doi.org/10.1080/14623943.2022.2130225