Feedback within peer observation: continuing professional development and unexpected consequences

被引：49

作者：

Shortland, Sue ^{[1
]}

机构：

[1] London Metropolitan Univ, Sch Business, London, England

来源：

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL | 2010年 / 47卷 / 03期

关键词：

peer observation; feedback; respect; continuing professional development; reflection; trust; HIGHER-EDUCATION;

D O I：

10.1080/14703297.2010.498181

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue emerges - professional relationships can be strengthened, leading to the development of enhanced mutual trust and respect. The article highlights lessons for practice and ideas for further research.

引用

页码：295 / 304

页数：10

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