Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora

Abstract

La investigación recoge las percepciones de docentes en una práctica de observación entre iguales como mecanismo para el desarrollo profesional. A partir de una observación colaborativa y mutua, 131 docentes acuerdan focos de observación y se observan mutuamente en una sesión de clase, ofreciéndose feedback para concretar objetivos personales de mejora. Los resultados pretest-postest indican disminución de las resistencias e incremento de algunas dimensiones de la agencia docente. Los análisis descriptivos muestran percepciones positivas de los participantes, particularmente en las fases colaborativas. Aunque no todos concretan objetivos de mejora, se ha trazado cómo van apareciendo y refinándose durante el proceso.

Reducing teachers' resistance to reciprocal peer observation

“…Considering that RPO is based on collaboration, reciprocity, and equal relationship between teachers, it is expected that resistance to RPO may be reduced when teacher collaboration is promoted and institutions follow the recommended guidelines. Instead of the hierarchical orthodoxy that characterises assessment‐based types of classroom observation, relationships in RPO are more collegial in nature, which can help reduce anxiety or authoritative pressure (Alam et al., 2020; Corcelles‐Seuba, Duran, et al., 2023; O'Leary & Savage, 2020).…”

“…The pretest‐posttest study by Corcelles‐Seuba, Duran, et al. (2023) showed that teachers' participation in an RPO intervention reduced teachers' initial resistance to RPO, especially from teachers with no prior experience in PO. However, this study did not consider differences in terms of observer and observee, neither did it analyse the influence of demographic variables nor perception of school support and role performance.…”

Impact of reciprocal peer observation on teacher collaboration perceptions

“…From a collaborative approach to peer observation (Gosling, 2002(Gosling, , 2005(Gosling, , 2014, RPO can be defined as a pair or group of teachers working together as equal partners who agree to observe one or more pedagogical aspects of one another's practice. Following the main phases of the peer observation process-pre-observation, observation and feedback-teachers collect evidence of their practices to offer mutual and constructive feedback with the final goal of improving their teaching (Corcelles-Seuba et al, 2022;O'Leary & Savage, 2020).…”

“…Findings from previous empirical research indicate that RPO is a promising training strategy with numerous benefits for teachers' learning when they perform both roles, observee and observer (Corcelles‐Seuba et al., 2022; Duran et al., 2020; Rosselló & de la Iglesia, 2021). Observers can learn new teaching strategies by watching how a colleague manages a classroom (Hendry & Oliver, 2012; Motallebzadeh et al., 2017; Tenenberg, 2016; Thomson et al., 2015).…”

“…Colleagues play a central role in providing support and guidance within teachers' proximal development zone, facilitating learning within the specific context of their daily teaching practice. RPO involves teachers' agency in selecting a relevant focus of observation and setting goals to improve their practice (Corcelles‐Seuba et al., 2022; O'Leary & Savage, 2020; Shortland, 2004, 2010). By observing each other's practice and engaging in reciprocal feedback exchanges, teachers can enhance their learning by observing a colleague (Bandura, 1977) and by sharing and contrasting different perspectives and ideas about teaching.…”