Feedback within peer observation: continuing professional development and unexpected consequences

被引：50
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
收藏
页码：295 / 304
页数：10
相关论文
共 38 条
  • [1] [Anonymous], GUID HIGH ED BRANCH
  • [2] Bell M., 2001, International Journal for Academic Development, V6, P29, DOI DOI 10.1080/13601440110033643
  • [3] Brockbank A., 1998, FACILITATING REFLECT
  • [4] BROWN G, 1993, OBSERVING EVALUATING
  • [5] THE ANNUAL VARIATION OF WATER MASS STRUCTURE IN THE GULF OF MAINE - 1986-1987
    BROWN, WS
    IRISH, JD
    [J]. JOURNAL OF MARINE RESEARCH, 1993, 51 (01) : 53 - 107
  • [6] Bryman A, 2007, Business Research Methods, V2nd
  • [7] Peer observation in higher education - A reflective approach
    Cosh, J
    [J]. INNOVATIONS IN EDUCATION AND TRAINING INTERNATIONAL, 1998, 35 (02): : 171 - 176
  • [8] D'Andrea V.D., 2001, Active Learning in Higher Education, V2, P64, DOI [DOI 10.1177/1469787401002001006, 10.1177/1469787401002001006]
  • [9] Eraut M., 1995, PROF DEV EDUC, P227
  • [10] Farran C J, 2001, J Gerontol Nurs, V27, P38
1234