Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora

Mariona Corcelles Seuba; David Duran Gisbert; Marta Flores Coll; Ester Miquel Bertran; Jesús Ribosa Martínez

doi:10.15581/004.44.002

Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora

Translated title of the contribution: Teachers' perceptions of peer observation: resistance, agency, procedure, and improvement goals

Mariona Corcelles Seuba, David Duran Gisbert, Marta Flores Coll, Ester Miquel Bertran, Jesús Ribosa Martínez

Psychology and Speech Therapy Department

Research output: Indexed journal article › Article › peer-review

7 Citations (Scopus)

Abstract

This study gathers teachers' perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process.

Translated title of the contribution	Teachers' perceptions of peer observation: resistance, agency, procedure, and improvement goals
Original language	Spanish
Pages (from-to)	35-58
Number of pages	24
Journal	Estudios Sobre Educacion
Volume	44
DOIs	https://doi.org/10.15581/004.44.002
Publication status	Published - 2023

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10.15581/004.44.002

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abstract = "This study gathers teachers' perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process.",

keywords = "Peer observation, Teacher agency, Teacher collaboration, Teacher professional development",

author = "Seuba, {Mariona Corcelles} and Gisbert, {David Duran} and Coll, {Marta Flores} and Bertran, {Ester Miquel} and Mart{\'i}nez, {Jes{\'u}s Ribosa}",

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T1 - Percepciones docentes sobre observación entre iguales

T2 - resistencias, agencia, procedimiento y objetivos de mejora

AU - Seuba, Mariona Corcelles

AU - Gisbert, David Duran

AU - Coll, Marta Flores

AU - Bertran, Ester Miquel

AU - Martínez, Jesús Ribosa

PY - 2023

Y1 - 2023

N2 - This study gathers teachers' perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process.

AB - This study gathers teachers' perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process.

KW - Peer observation

KW - Teacher agency

KW - Teacher collaboration

KW - Teacher professional development

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DO - 10.15581/004.44.002

M3 - Artículo

AN - SCOPUS:85150500729

SN - 1578-7001

VL - 44

SP - 35

EP - 58

JO - Estudios Sobre Educacion

JF - Estudios Sobre Educacion

ER -

Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora

Abstract

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