Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings

被引：2

作者：

Incecay, Volkan ^{[1
]}

Dikilitas, Kenan ^{[2
]}

机构：

[1] Acibadem Univ, Preparatory English Program, Kayisdagi Cad 32, Istanbul, Turkey

[2] Univ Stavanger, Dept Educ, N-4036 Stavanger, Norway

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 120卷

关键词：

Collaborative development; Collegiality and critical friendship; Online peer observation; Pedagogical online solitude; Teacher development; ENGAGEMENT; FEEDBACK; TUTORS;

D O I：

10.1016/j.tate.2022.103901

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Guided by the sociocultural approach to teacher learning, this collective case study describes in-depth online peer observation experiences of six English language teachers and how they reflected on the scheme carried out for a semester at a university. Data were collected via an interest analysis form, 24 reflective diaries, 24 video recordings of pre- and post-observation meetings, and two experience sharing day colloquiums. Thematic analysis was conducted to reveal emerging themes and codes. OLPO led the participants to telecollaborate, scrutinize their online classes, offer solutions for improved teaching, test these solutions in their practices, and reflect on the whole process. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：11

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