Naslov
Peer Observation as a Learning Tool in Pre-service Teaching Practice

Autori
Čurković-Kalebić, Sanja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
EDULEARN 17 Proceedings / Gómez Chova, L. ; López Martínez, A. ; Candel Torres, I. - Barcelona : International Academy of Technology, Education and Development (IATED), 2017, 3803-3809

ISBN
978-84-697-3777-4

Skup
9th International Conference on Education and New Learning Technologies

Mjesto i datum
Barcelona, Španjolska, 03.07.2017. - 05.07.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
pre-service teaching ; student teachers of English ; peer observation ; learning from peer observation

Sažetak
This study attempts to gain an insight into the nature of peer observation as a learning experience in pre-service teaching practice. It addresses the following questions: 1.) What were the focuses of observation in student teachers' peer observations? ; 2.) What aspects of teaching were discussed between the observed and the observer in post-observation sessions?) ; 3.) What did observers report to have learned from observing peers? The participants in this study were 61 student teachers of English language and literature at a Croatian university. The study was made during the students' school-based teaching practice. Each participant was both the observer and the observed. The observer observed and recorded the focus of observation agreed on in pre- observation session. The observer and the observed met after the lesson to discuss what had been observed. Both parties wrote a peer observation report. The observer's report contained the focus of observation, data collected by observation, questions that were discussed in a post-observation session and the description of what the observer had learned from the observed lesson. Both qualitative and quantitative analyses of the observers' reports were made to answer the research questions. The results of the analyses show that the most frequent focuses of peer observations were organisation of the lesson and learners' engagement. The discussion points in post- observation sessions were most often in the area of classroom management and teacher behaviour. The majority of learning outcomes reported by the observers are in the area of lesson organisation and teacher behaviour.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA