Ester Miquel
Biographic Data
| ID | 6871908 |
|---|---|
| NAME | Ester Miquel |
| GIVEN NAMES | Ester |
| FAMILY NAME | Miquel |
| SIGNATURE | MIQUEL E |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-6557-2574 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teacher collaborative knowledge building in Reciprocal Peer Observation
This research focuses on the interaction between pairs of teachers who carry out Reciprocal Peer Observation (RPO) practices. The aim is to identify how teachers learn by building knowledge collaboratively during their participation in feedback meetings (the third stage of the RPO cycle). From an initial sample of 400 voluntary in-service teachers, audio files recorded during feedback meetings are collected. Teacher pair interaction is analyzed i…
Reciprocal peer observation
Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other's practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: p…
Percepciones docentes sobre observación entre iguales
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 analy…
Index for Inclusión
En este artículo se presenta de forma resumida la traducción y la adaptación al sistema educativo español del "Index for inclusion"2 (Índice por la Inclusión) que se ha constituido como una obra esencial para impulsar los procesos de cambio hacia una mayor inclusión educativa en los centros escolares, teniendo en cuenta los puntos de vista de los diferentes miembros de la comunidad educativa. Este material contempla el proceso de inclusión educat…
No prominent works on this page.
Index for Inclusión
En este artículo se presenta de forma resumida la traducción y la adaptación al sistema educativo español del "Index for inclusion"2 (Índice por la Inclusión) que se ha constituido como una obra esencial para impulsar los procesos de cambio hacia una mayor inclusión educativa en los centros escolares, teniendo en cuenta los puntos de vista de los diferentes miembros de la comunidad educativa. Este material contempla el proceso de inclusión educat…
Percepciones docentes sobre observación entre iguales
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 analy…
Reciprocal peer observation
Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other's practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: p…
Teacher collaborative knowledge building in Reciprocal Peer Observation
This research focuses on the interaction between pairs of teachers who carry out Reciprocal Peer Observation (RPO) practices. The aim is to identify how teachers learn by building knowledge collaboratively during their participation in feedback meetings (the third stage of the RPO cycle). From an initial sample of 400 voluntary in-service teachers, audio files recorded during feedback meetings are collected. Teacher pair interaction is analyzed i…
Psychology (4 works) · Philosophy (3 works) · Education and Teacher Training (2 works) · Humanities (2 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Pedagogy (2 works) · Reciprocal (2 works) · Reflective Practices in Education (2 works) · Student Assessment and Feedback (2 works)