Learning from Reciprocal Peer Observation: A Collaborative Self-study

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dc.contributor.author Pressick-Kilborn, KJ
dc.contributor.author Te Riele, K
dc.date.accessioned 2010-05-28T09:52:44Z
dc.date.issued 2008-01
dc.identifier.citation Studying Teacher Education, 2008, 4 (1), pp. 61 - 75
dc.identifier.issn 1742-5964
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/9908
dc.description.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.
dc.publisher Routledge
dc.relation.hasversion Accepted manuscript version en_US
dc.rights This is an Author's Accepted Manuscript of an article published in Learning from Reciprocal Peer Observation: A collaborative self-study published in the Studying Teacher Education: A journal of self-study of teacher education practices Volume 4, Issue 1, 2008 [copyright Taylor & Francis], available online at: http://www.tandfonline.com/http://dx.doi.org/10.1080/17425960801976354 en_US
dc.title Learning from Reciprocal Peer Observation: A Collaborative Self-study
dc.type Journal Article
dc.parent Studying Teacher Education
dc.journal.volume 1
dc.journal.volume 4
dc.journal.number 1 en_US
dc.publocation Colchester,UK en_US
dc.identifier.startpage 61 en_US
dc.identifier.endpage 75 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130313 Teacher Education and Professional Development of Educators
dc.for 130309 Learning Sciences
dc.personcode 930811
dc.personcode 990091
dc.percentage 50 en_US
dc.classification.name Teacher Education and Professional Development of Educators en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords reciprocal peer observation; collaborative self-study; collegial feedback en_US
dc.description.keywords reciprocal peer observation
dc.description.keywords collaborative self-study
dc.description.keywords collegial feedback
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Open Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10
utslib.collection.history Uncategorised (ID: 363)
utslib.collection.history General (ID: 2)

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