Peer observation as a tool for teacher's professional development and the way to increase the quality of the education process
Автор: Volchenkova K.N.
Рубрика: Теория и методика профессионального образования
Статья в выпуске: 3 т.8, 2016 года.
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Ever changing requirements to the academic staff in times of constant emergence of new learning tools and educational technologies put much pressure on the teachers and encourage them to find new and effective ways for continuous professional development in order to increase the quality of the learning outcomes and self-efficacy. Peer observation of teaching is one of the techniques that can improve professional skills if seen as a supportive and developmental tool. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. The paper aims to define the term “peer observation”. Based on the analysis of the literature different models of peer observation are described with the emphasis on the developmental model as the most fruitful one for continuous professional development. The benefits of peer observation to increase the quality of the educational process are given. The rationale to implement peer observation as part of a strategic approach to improve the quality of learning and teaching is provided. The findings can be used in the system of higher education to organize regular peer support for novice teachers and as part of continuous professional development programmes.
Peer observation, summative observation, formative observation, model, assessment, peer support
Короткий адрес: https://sciup.org/147157813
IDR: 147157813 | DOI: 10.14529/ped160304
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