Article
Action research on a collegial model of peer observations.pdf
Educational Action Research
(2017)
Abstract
Observing peers for professional development is a familiar and valuable
practice but not always favoured in many educational institutions. This
small-scale action research (AR) was conducted in an institution where
teachers are accustomed to regular peer observation, requiring each
teacher to conduct peer observation and to reflect in their teachers’
portfolios. Conventionally, to fulfil the requirement each teacher finds
a colleague to observe them either with or mostly without a certain
focus. This study, however, employed action research methodology
to inquire into a collegial peer observation model to improve this
organisational practice. It aimed to promote mutual growth of the
participating faculty members in an agreed area. Including the author,
five faculty members, who are midcareer and experienced English
language teachers, acted as members of the consultation group. In
the AR project, appreciative inquiry was used when reflecting on the
observed classes and during focus group interviews. As a result of
this AR, at least two levels of knowledge were generated: first-person
(author) and second-person (the team). The knowledge claim that this
practitioner research constructed is ‘When small groups of teachers
conduct peer observations focusing on a common concern, learning
and collegial growth may increase.’ It is expected to lead to a third person
stage in the department and the academic community in
general.
Keywords
- peer observation,
- action research,
- collegiality,
- appreciative inquiry
Disciplines
Publication Date
2017
Citation Information
Burcu Tezcan-Unal. "Action research on a collegial model of peer observations.pdf" Educational Action Research (2017) Available at: http://works.bepress.com/burcu-tezcan-unal/7/