Percepciones docentes sobre observación entre iguales

Resistencias, agencia, procedimiento y objetivos de mejora

Bibliographic Data

ID21753976
AuthorsMariona Corcelles‐Seuba (0000-0001-6771-1251, Universitat Ramon Llull), David Duran (0000-0002-0640-3834, Universitat Autonòma de Barcelona), Marta Flores (0000-0003-0112-1851, Universitat Autonòma de Barcelona), Ester Miquel (0000-0002-6557-2574, Universitat Autonòma de Barcelona), Jesús Ribosa (0000-0002-3551-0022, Universitat Autonòma de Barcelona)
Year2023
Volume44
Pages35-58
Publication date2023-02-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEstudios sobre Educación (JOURNAL)
Journal identifiersISSN: 1578-7001 • E-ISSN: 2386-6292
PublisherUniversidad de Navarra (PUBLISHER • ES)
DOI10.15581/004.44.002
OpenAlexW4310744543
LanguageES
Citations received8
References cited7

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 analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process

Humanities · Education and Teacher Training · Philosophy · Psychology

Tools

Open DOIOpen Access