Learning from Reciprocal Peer Observation: A Collaborative Self-study

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dc.contributor.author Pressick-Kilborn, Kimberley en_US
dc.contributor.author Te Riele, Kitty en_US
dc.contributor.editor en_US
dc.date.accessioned 2010-05-28T09:52:44Z
dc.date.available 2010-05-28T09:52:44Z
dc.date.issued 2008 en_US
dc.identifier 2006009769 en_US
dc.identifier.citation Pressick-Kilborn Kimberley and Te Riele Katarina 2008, 'Learning from Reciprocal Peer Observation: A Collaborative Self-study', Routledge, vol. 4, no. 1, pp. 61-75. en_US
dc.identifier.issn 1742-5964 en_US
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. en_US
dc.publisher Routledge en_US
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 en_US
dc.parent Studying Teacher Education en_US
dc.journal.volume 4 en_US
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 en_US
dc.personcode 990091 en_US
dc.personcode 930811 en_US
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.staffid en_US
dc.staffid 930811 en_US

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