TY  - JOUR
AB  - The paper discusses the value of peer observation followed by professional learning conversations for the professional development of teacher educators. The authors analyse their shared learning experiences and articulate what challenged them in these experiences. They discuss the ways in which their perceptions of this process differed or were similar. The grounding of the experience in a context of trust and professional relationship was seen as an essential part of the learning process. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations. © 2008 Association for Teacher Education in Europe.
AU  - Schuck, S
AU  - Aubusson, P
AU  - Buchanan, J
DA  - 2008/05/01
DO  - 10.1080/02619760802000297
EP  - 227
JO  - European Journal of Teacher Education
PY  - 2008/05/01
SP  - 215
TI  - Enhancing teacher education practice through professional learning conversations
VL  - 31
Y1  - 2008/05/01
Y2  - 2026/07/15
ER  -