Learning through observing peers in practice
Bibliographic Data
| ID | 4097923 |
|---|---|
| Authors | Josh Tenenberg (0000-0002-3060-1013, University of Washington Tacoma, corresponding author) |
| Year | 2016 |
| Volume | 41 |
| Issue | 4 |
| Pages | 756-773 |
| Publication date | 2016-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2014.950954 |
| OpenAlex | W2033613906 |
| Language | EN |
| Citations received | 8 |
| References cited | 30 |
Learning through peer observation in higher education is most frequently investigated from the perspective of the teacher who is observed. What is under-examined is how learning arises for the observer by watching a peer in practice. This paper provides insight into this question through an interpretive-phenomenological analysis of a case study of an observer, elicited from a semi-structured interview following a peer observation. A three-part model of change resulting from observation is hypothesized, and two important social conditions unique to this peer observation are identified that appear to have causal import for learning. This paper adds to the increasing evidence about the value of peer observation for learning and development for the observer
Experiential learning · Higher education · Interpretative phenomenological analysis · Observational learning · Pedagogy · Peer feedback · Qualitative research · Social learning · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Social Psychology
Percepciones docentes sobre observación entre iguales
Teacher collaborative knowledge building in Reciprocal Peer Observation
Reducing teachers' resistance to reciprocal peer observation
Online peer observation
Assessing teachers' metacognition in teaching
The Potential for Healing
Enhancing Teaching and Learning through Peer Observation
Impact of reciprocal peer observation on teacher collaboration perceptions
Basics of qualitative research
When Listeners Talk
Cognition in the Wild
Higher education as a filter
On doing “being ordinary”
Interpretative Phenomenological Analysis
Interpretative phenomenological analysis.
Interpretative phenomenological analysis and embodied, active, situated cognition
Conversation Analysis
Interpretative Phenomenological Analysis
Configuring Awareness
Naturalistic inquiry
Learning in Likely Places
Phenomenography ? Describing conceptions of the world around us
Trust and Distrust in Organizations
Cosmopolitical obstetrics
Evaluating our peers
Reflecting on reflective practices within peer observation
Action and embodiment within situated human interaction
Apprenticeship in Critical Ethnographic Practice
Professional Vision
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |