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Learning from Reciprocal Peer Observation: A collaborative self-study

Citation

Pressick-Kilborn, K and te Riele, K, Learning from Reciprocal Peer Observation: A collaborative self-study, Studying Teacher Education, 4, (1) pp. 61-75. ISSN 1742-5964 (2009) [Refereed Article]

Copyright Statement

Copyright 2008 Taylor & Francis

DOI: doi:10.1080/17425960801976354

Abstract

Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance. In this study we make connections between learning from each other, ourselves, our students and theories of teaching and learning. Specifically, we address what we learned about pedagogy in relation to missed opportunities, teacher-directedness and articulating purpose; about curriculum, in relation to balance and standards; about our students, in relation to their backgrounds as well as social tensions; and about ourselves as teachers and learners in relation to rapport, role modeling and collegiality. We demonstrate how peer observation can be a valuable component of ongoing professional development for tertiary teachers.

Item Details

Item Type:Refereed Article
Keywords:education, teacher education, peer observation
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:te Riele, K (Professor Kitty te Riele)
ID Code:113841
Year Published:2009
Deposited By:Peter Underwood Centre for Educational Attainment
Deposited On:2017-01-24
Last Modified:2017-04-20
Downloads:0

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