Peer observation as a transformatory tool?1

By Deborah C. Peel. 2005

168 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/9be836c65986a1d50955c7f7cb344e93e27caca8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Byrne
2. H. Brown
3. D. Challen
4. Susan Shortland
5. Roisin Donnelly
6. T. McMahon

Citations in the corpus

• Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions (2007, background): “Recent studies have identified that aversion to being monitored leads to a reluctance to participate in peer-observation (Peel, 2005; Adshead et al ., 2006).”
• Peer development as an alternative to peer observation: a tool to enhance professional development (2010, background): “Active engagement in pedagogical theory and discourse, critical reflection and collaboration with colleagues are all necessary for developing an understanding of what constitutes good teaching at an individual level, and for real improvement to occur (Hammersley-Fletcher & Orsmond, 2004; Hendry & De”
• Perceived Impact of Peer Observation of Teaching in Higher Education (2007, background): “According to Peel (2005) this requires a synthesis of substantive knowledge, a critically reflective engagement with teaching practice, and a confidence in one’s self.”
• Feedback within peer observation: continuing professional development and unexpected consequences (2010, background): “This may be reinforced by institutions’ ‘top-down approach’ (Peel, 2005) and their ‘requiring’ reporting of observation activity as part of quality initiatives (Shortland, 2004a).”
• A Qualitative Review of Literature on Peer Review of Teaching in Higher Education (2014, background): “Teaching is multifaceted, and thus, improved teaching competence depends on individual perceptions, individual reflective ability, and the use of personal insights as well as engaging in wider literature and policy documentation (Peel, 2005).”