Peer Observation: Inspiring Collegial Collaboration and Self-Reflection
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| Title: | Peer Observation: Inspiring Collegial Collaboration and Self-Reflection |
|---|---|
| Language: | English |
| Authors: | Erica McCluskey |
| Source: | New England College Journal of Applied Educational Research. 2025 5(2):112-158. |
| Availability: | New England College. 98 Bridge Street, Henniker, NH 03242. Tel: 603-428-2000; e-mail: jaer@nec.edu; Web site: https://www.nec.edu/research/nec-jaer |
| Peer Reviewed: | N |
| Page Count: | 47 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Adult Education |
| Descriptors: | Observation, Peer Relationship, Collegiality, Middle School Teachers, Reflective Teaching, Teacher Collaboration, Faculty Development, Adult Learning |
| ISSN: | 2836-8339 |
| Abstract: | Schools are dynamic environments in which the needs of students and educators are constantly shifting. As such, it is the responsibility of school organizations to foster collaborative learning environments that encourage self-reflective practice. Peer observation is a valuable approach to professional development that allows for continuous learning among educators. Through peer observation in structured teacher triad teams, educators are encouraged to set meaningful goals, trial new strategies, receive feedback from their peers, and reflect on the implementation of new practices. In this study, a peer observation framework, which highlighted the teacher triad approach to peer observation, was found to be successful in a sample middle school. With clear vision and intentional use of time, the peer observation process inspired collegial collaboration and self-reflection among educators. Supporting educator professional growth in this way is essential for the success of our schools. Through purposeful, continuous professional learning, educator efficacy is enhanced, and thus student learning is positively influenced. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490702 |
| Database: | ERIC |
| Abstract: | Schools are dynamic environments in which the needs of students and educators are constantly shifting. As such, it is the responsibility of school organizations to foster collaborative learning environments that encourage self-reflective practice. Peer observation is a valuable approach to professional development that allows for continuous learning among educators. Through peer observation in structured teacher triad teams, educators are encouraged to set meaningful goals, trial new strategies, receive feedback from their peers, and reflect on the implementation of new practices. In this study, a peer observation framework, which highlighted the teacher triad approach to peer observation, was found to be successful in a sample middle school. With clear vision and intentional use of time, the peer observation process inspired collegial collaboration and self-reflection among educators. Supporting educator professional growth in this way is essential for the success of our schools. Through purposeful, continuous professional learning, educator efficacy is enhanced, and thus student learning is positively influenced. |
|---|---|
| ISSN: | 2836-8339 |
