Learning through observing peers in practice.
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| Title: | Learning through observing peers in practice. |
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| Authors: | Tenenberg, Josh (AUTHOR) |
| Source: | Studies in Higher Education. Apr2016, Vol. 41 Issue 4, p756-773. 18p. |
| Subjects: | Learning, Observation (Educational method), Higher education, Teachers, Professional education |
| Abstract: | Learning through peer observation in higher education is most frequently investigated from the perspective of the teacher who is observed. What is under-examined ishowlearning arises for the observer by watching a peer in practice. This paper provides insight into this question through an interpretive-phenomenological analysis of a case study of an observer, elicited from a semi-structured interview following a peer observation. A three-part model of change resulting from observation is hypothesized, and two important social conditions unique to this peer observation are identified that appear to have causal import for learning. This paper adds to the increasing evidence about the value of peer observation for learning and development for the observer. [ABSTRACT FROM PUBLISHER] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Learning through peer observation in higher education is most frequently investigated from the perspective of the teacher who is observed. What is under-examined ishowlearning arises for the observer by watching a peer in practice. This paper provides insight into this question through an interpretive-phenomenological analysis of a case study of an observer, elicited from a semi-structured interview following a peer observation. A three-part model of change resulting from observation is hypothesized, and two important social conditions unique to this peer observation are identified that appear to have causal import for learning. This paper adds to the increasing evidence about the value of peer observation for learning and development for the observer. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2014.950954 |
