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Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Bell, Amani; Mladenovic, Rosina
  • اللغة:
    English
  • المصدر:
    Teaching in Higher Education. 2015 20(1):24-36.
  • الموضوع:
    2015
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      13
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Context Effect; Peer Evaluation; Observation; Faculty Development; College Faculty; Foreign Countries; Adjunct Faculty; Reflection; Surveys; Focus Groups; Interviews; Teacher Evaluation; Teacher Competencies
    • الموضوع:
      Australia
    • الرقم المعرف:
      10.1080/13562517.2014.945163
    • ISSN:
      1356-2517
    • نبذة مختصرة :
      Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided.
    • نبذة مختصرة :
      As Provided
    • Number of References:
      55
    • الموضوع:
      2014
    • الرقم المعرف:
      EJ1046302