Reflecting on reflective practices within peer observation

By Linda Hammersley-Fletcher, Paul Orsmond. 2005

219 citations recorded by the source corpus.

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In Education

Citations in the corpus

Perceived Impact of Peer Observation of Teaching in Higher Education (2007, background): “Hammersley-Fletcher and Orsmond (2005) have indicated that reflective practice involves the process of teaching and the thinking behind it, rather than simply evaluating the teaching itself.”
Peer development as an alternative to peer observation: a tool to enhance professional development (2010, background): “Such an attitude suggests compliance with University requirements rather than engagement (Hammersley-Fletcher & Orsmond, 2005; Shortland, 2004), resulting in a loss of rigour and a sense of complacency (Gosling, 2002).”
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “…and action in terms of teachers’ pedagogical growth is not further empirically researched either, despite several scholars (Boud and Walker 1998; Hammersley-Fletcher and Orsmond 2005; Hatton and Smith 1995; Kreber 2004; McAlpine et al. 1999; Taylor 1997, 2000, 2007) noting the problems in…”
The benefits of peer observation of teaching for tutor development (2008, background): “where teaching practices are shared rather than remaining a private activity (D’Andrea 2002a), and this encourages reflection on teaching and fosters debate about and dissemination of best practice ( Hammersley-Fletcher and Orsmond 2005 ).”
Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, unknown): “…(see, e.g., Berger, 2004; Bleakley, 1999; Boud & Walker, 1998; Brookfield, 2000, 2006; Cranton & Carusetta, 2004; Dewey, 1933/1989; Fisher, 2003; Hammersley-Fletcher & Orsmond, 2005; Kreber & Castleden, 2009; McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999; Ottesen, 2007; Postareff,…”
A Qualitative Review of Literature on Peer Review of Teaching in Higher Education (2014, background): “Hammersley-Fletcher and Orsmond (2005) also reported concerns among faculty members about the confidentiality of the peer observation process, the Peer Review in Higher Education difficulties in giving and receiving criticism, the potential negative impact on relationships between faculty members,…”