Peer observation: a tool for staff development or compliance?

Shortland, S.

doi:10.1080/0309877042000206778

Cited by 120 publications

(106 citation statements)

References 12 publications

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“…It may be that this detailed process of teacher development is not suitable for all foundation doctors, just those with a particular interest in the field of medical education. This argument is given credence by Shortland (2004) who found that, when peer observation was introduced on a compulsory university wide basis, staff did not engage with it fully with a desire to change their teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Foundation observation of teaching project – A developmental model of peer observation of teaching

et al. 2012

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Introduction: Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. Methods: A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Results: Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. Discussion: The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. Conclusion: A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

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Section: Discussionmentioning

confidence: 99%

Foundation observation of teaching project – A developmental model of peer observation of teaching

et al. 2012

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“…The data was analysed in three stages (Shortland, 2004;Guest et al 2011). Observations were analysed to look into the patterns of questioning and to provide a richer understanding of individual knowledge and the methods of questioning.…”

Section: Selecting Data and Findingsmentioning

confidence: 99%

Questioning: a path to student learning experience

Ozuem

Lancaster

2015

Education + Training

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DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. 1 QUESTIONING: A PATH TO STUDENT'S LEARNING EXPERIENCEWilson Ozuem* and Geoff Lancaster** University of Gloucestershire, UK* and London School of Commerce** ABSTRACTQuestioning and dialogue provide a framework for sharing educational objectives with students and for charting their progress. However, such an approach can generate feedback information that can be used by students to enhance learning and achievement. Moreover, the feedback generated from good 'questioning and dialogue' could help tutors realign their teaching in response to the needs of learners. Organisations or institutions of learning, which integrate productive questioning and dialogue as part of their classroom practices and commitments to students, provide enhanced meaningful connections between what their students are studying and the relevance both their thinking and their knowledge has in comprehending life issues and solving problems. Drawing on qualitative research perspectives, and adopting an embedded case study strategy, this paper aims to address the following foreshadowed questions: What are the connections between good questioning and student learning and achievement? What conscious knowledge and beliefs do tutors hold about productive questioning in their classes? The study findings indicated that Learners need to be motivated to ask questions and encouraged to get involved in discussions. Tutors should consider 'think-pair share strategy' in their classroom delivery.

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“…This instrument not only gives detailed information that happens within the sessions of intervention of the programme, but also improvement plans for the teacher´s performance can be introduced through the analysis (Wankat & Oreovicz, 1993;Cosser, 1998;Shortland, 2004).…”

Section: Discussionmentioning

confidence: 99%

Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program

Naveiras

Rosal²

2015

JCT

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Out-of-school programs for students with high abilities are especially relevant when their needs are not covered in formal education. The evaluation of these programs is essential and it can be carried out from different evaluative approaches. The evaluation of the behavior of the people who implement the programs is an important aspect in the evaluation of process and it can resemble the one conducted by a teacher in formal education. This type of assessment requires an appropriate methodology such as the observational. In this study a protocol for observation of teaching functions has been designed for the evaluation of the behavior of the instructors of a socio-affective out-of-school program. The frequency of occurrence of behaviors as well as the resultant of conducts in intrapersonal, interpersonal and cooperative activities is analyzed in this study.

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Peer observation: a tool for staff development or compliance?

Cited by 120 publications

References 12 publications

Foundation observation of teaching project – A developmental model of peer observation of teaching

Foundation observation of teaching project – A developmental model of peer observation of teaching

Questioning: a path to student learning experience

Assessment of the Teaching Behavior of the Instructors of an Out-of-School Program

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