Teachers' closeness of professional relationship and its role in learning perception after reciprocal peer observation
Ribosa Martínez, Jesús (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)
Noguera, Ingrid (Universitat de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Monguillot, Meritxell (Institut Nacional d'Educació Física de Catalunya)
Duran Gisbert, David 1963- (Universitat Autònoma de Barcelona. Departament de Psicologia Bàsica, Evolutiva i de l'Educació)

Date:	2024
Description:	11 pàg.
Abstract:	Extant literature on reciprocal peer observation has reported teachers' perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in this study. First, it provides pretest-posttest evidence of increased closeness of professional relationship, as well as exploratory teacher interpretations via group interviews. Educational stage might affect this increase. Second, it shows that, rather than initial closeness as a prerequisite, it is final closeness which significantly affects teacher learning perception. Statistical analyses also show the relevance of school time arrangement.
Grants:	Agencia Estatal de Investigación PID2020-113719RB-I00
Note:	Altres ajuts: acords transformatius de la UAB
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Classroom observations ; In-service teachers ; Interpersonal relations ; Peer observation ; Professional development ; Teacher learning
Published in:	Teaching and Teacher Education, Vol. 140 (2024) , art. 104469, ISSN 1879-2480

DOI: 10.1016/j.tate.2024.104469

11 p, 1.5 MB

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