Learning from Reciprocal Peer Observation: A Collaborative Self-study

Pressick-Kilborn, KJ; Te Riele, K

Learning from Reciprocal Peer Observation: A Collaborative Self-study

Pressick-Kilborn, KJ

Te Riele, K

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Studying Teacher Education, 2008, 4 (1), pp. 61 - 75
Issue Date:: 2008-01

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Field	Value	Language
dc.contributor.author	Pressick-Kilborn, KJ https://orcid.org/0000-0003-1662-7038	en_US
dc.contributor.author	Te Riele, K	en_US
dc.date.issued	2008-01	en_US
dc.identifier.citation	Studying Teacher Education, 2008, 4 (1), pp. 61 - 75	en_US
dc.identifier.issn	1742-5964	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.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Studying Teacher Education	en_US
dc.relation.isbasedon	https://doi.org/10.1080/17425960801976354	en_us
dc.rights	This is an Author's Accepted Manuscript of an article published in Studying Teacher Education, 2008, 4 (1), pp. 61 - 75. Copyright Routledge, available online at: https://doi.org/10.1080/17425960801976354.	en_US
dc.title	Learning from Reciprocal Peer Observation: A Collaborative Self-study	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	4	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130309 Learning Sciences	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
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/Faculty of Arts and Social Sciences/Teacher Education Program
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	4	en_US

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.

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http://hdl.handle.net/10453/9908