scholarly journals The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Kerry Dobbins ◽  
Neil F Adams ◽  
Ellen Bishop ◽  
Mehman Ismayilli ◽  
Martha Papadopoulou ◽  
...  
Keyword(s):  
Lesson Study ◽  
Pilot Project ◽  
Peer Observation ◽  
Collaborative Project ◽  
Equal Status ◽  
Performance Reviews ◽  
Observation Learning ◽  
Learning Conversations ◽  
Peer Observations ◽  
Development Practice

Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals THE INTERNATIONAL POPULARISATION OF LESSON STUDY: EARLY STUDIES AND THEIR RELEVANCE IN LATER LITERATURE

2021 ◽  
Author(s):  
Gabriel Hervas
Keyword(s):  
Lesson Study ◽  
Current View ◽  
International Literature ◽  
Previous Researcher ◽  
International History ◽  
History Of ◽  
Teachers Professional Development ◽  
Number Of Citations ◽  
Documentary Literature ◽  
Development Practice

Lesson study (LS) is a teachers’ professional development practice with a Japanese origin that, at present, is practiced in more than 30 countries. Literature on LS acknowledges the works of Stigler and Hiebert and of Yoshida in 1999 as the origin of its internationalization. However, earlier studies described its practice and have mostly remained under the radar of LS previous researcher. This historical and documentary literature review sheds light on these previous studies describing LS, analyses their bibliometric relevance, and uncovers the first use of ‘lesson study’ as the terminology adopted in the international literature. Results reveal eight studies clearly describing LS before 1999 and more oblique references in the 1980s. ‘Lesson study’ appeared first in 1997, but we make the case for the previous use of other terminology. Findings also show that only those studies written by authors who later became key in the field of LS have received a high number of citations. These results bring attention to LS-related literature that has infrequently been cited, granting it recognition in the international history of LS, and expanding our current view in relation to its practice.

Listening to Images

2013 ◽  
pp. 93-102
Author(s):  
Kathleen C. Lonbom
Keyword(s):  
Digital Image ◽  
Pilot Project ◽  
Spoken Word ◽  
Vision Impairment ◽  
Collaborative Project ◽  
Child Art ◽  
The Creation ◽  
Image Collection

This chapter explores a pilot project investigating the development of audio descriptions to accompany an academic library’s digital image collection. The project was introduced in selected classes and directly involved faculty and students in the creation and delivery of audio descriptions. The collaborative project initiated by the art librarian was in answer to a legislative act requiring accessibility for vision-impaired users. The discussion will specifically examine developing descriptions for images from Illinois State University’s International Collection of Child Art a resource that presents a fascinating challenge to use language to broaden access to the content and construct a compelling representation with the spoken word for individuals with print disabilities such as vision impairment.

Observing peers develops practice, changes culture

2017 ◽  
Vol 98 (6) ◽  
pp. 13-18
Author(s):  
Kathleen A. Reilly
Keyword(s):  
Professional Learning ◽  
Critical Reflection ◽  
Teacher Leaders ◽  
Collaborative Culture ◽  
Peer Observation ◽  
Peer Observations

Teachers are too rarely supported in investing in the shared inquiry, embedded professional learning, and collaborative culture building that peer observation cycles facilitate. But teachers can disrupt these patterns by opening their doors to colleagues and engaging with them in critical reflection, dialogue, and shared innovation. In this article, the author reveals how a group of aspiring teacher leaders initially resist conducting peer observations, a required assessment in a master’s course, and how this same group is won over after they have experienced the value of the practice.

scholarly journals Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098256
Author(s):  
Gabriel Hervas
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Lesson Study ◽  
Faculty Members ◽  
Future Research ◽  
Positive Outcomes ◽  
Organizational Issues ◽  
Approach To Teaching ◽  
And Mathematics ◽  
Development Practice

Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’ pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’ reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.

scholarly journals Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

2021 ◽  
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Teaching Philosophy ◽  
Peer Observation ◽  
Peer Observations

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

scholarly journals Observing Teaching: A Lens for Self-reflection

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Marion Engin
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
English Language ◽  
Education Institution ◽  
Learning Opportunities ◽  
Peer Observation ◽  
Self Reflection ◽  
Essential Form ◽  
Peer Observations ◽  
Observation Programme

Peer observation is often an unpopular form of professional development amongst faculty. Some of the reasons for this attitude are practical and logistical difficulties in organisation, possible threat to professionalism and uncertainty of aims and processes. However, peer observation with a specific focus on learning can be an essential form of professional development amongst faculty in a higher education institution. This paper describes a peer observation programme which took place at an English language medium university in the Gulf. Results suggest that teachers found peer observations provided learning opportunities and affective benefits and impacted positively on teaching.

Jack C Richards' 50 Tips for Teacher Development

2017 ◽  
Author(s):  
Jack C. Richards
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Peer Observation ◽  
Reading Groups ◽  
Current State ◽  
Wide Range ◽  
On Line ◽  
Research Action

This book offers 50 practical ideas for teachers to use for professional development. The tips cover a wide range of activities that can be carried out individually or in collaboration with others, including self and peer observation, journal writing, on-line forums, classroom research, action research, team teaching, lesson review, materials review, lesson study, mentoring, peer coaching, reading groups, and workshops. Each tip is described in a 2 two-page format that gives the rational for the activity and step-by-step procedures for implementing it. The Tips can be used with both novice and more experienced teachers and are intended to provide a basis for teachers to review the current state of their professional learning and to develop and implement goals for their professional development.

scholarly journals TEACHERS� ATTITUDE TOWARDS PEER OBSERVATION AT NAJRAN UNIVERSITY: A CASE STUDY

2019 ◽  
Vol 8 (1) ◽  
pp. 27
Author(s):  
Soada Idris Khan
Keyword(s):  
Research Paper ◽  
Peer Observation ◽  
Performance Ability ◽  
Peer Observations ◽  
Improve Practice

The present research paper aims to analyze teachers� attitude towards peer-observation and suggest remedies to improve practice of peer-observation. As part of the methodology, the researcher selected twenty questionnaires as a sample of this study. Twenty teachers involved in peer-observation (as observer and participants) were also interviewed and their suggestions and opinions were taken into consideration to improve practice of peer-observation at PYP, Najran University. The analysis of data showed that teachers do not whole-heartedly support peer-observation. The study also found that most of the teachers are not well familiar with the concept and application of peer-observation. They often consider evaluation as an excuse to termination. The study accomplishes that a teachers� performance/ability cannot be judged in 20-30 minutes. Therefore, the study recommends that there must be many peer-observations for the same class and the best one must be assessed. The study also suggests organizing seminars and workshops to orient teachers to the process and advantages of peer-observation.

scholarly journals Marking machinima: A case study in assessing student use of a Web 2.0 technology

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Graham Barwell ◽  
Chris Moore ◽  
Ruth Walker
Keyword(s):  
Web 2.0 ◽  
Theoretical Foundation ◽  
Social Systems ◽  
Pilot Project ◽  
Learning Capability ◽  
Collaborative Project ◽  
Web 2.0 Technology ◽  
Systems Learning ◽  
The Relationship

<span>The model of learning best suited to the future may be one which sees learning as the process of managing the different kinds of participation an individual might have in complex social systems. Learning capability and engagement is thus dependent on the relationship between an individual identity and social systems. We report on the incorporation of</span><em>machinima</em><span>, a Web 2.0 technology, as part of an interdisciplinary and collaborative project where the focus is not on the mastery of the tools or the acquisition of predetermined knowledge, but on the development of learning engagement. We provide the case study of a pilot project involving students across two Arts disciplines collaborating via the game, </span><em>World of Warcraft</em><span>, to produce an animated adaptation of one of Geoffrey Chaucer's </span><em>Canterbury Tales</em><span>. Their contributions were differently assessed according to the pre-existing requirements of their home disciplines. We argue that the assessment in such projects, in conjunction with innovations and experimentation with Web 2.0 technologies, should shift from an emphasis on product to process. We believe that this has a sound pedagogical and theoretical foundation, and also fits better with the increasingly digitalised, unfixed and interdisciplinary world that students will face on graduation.</span>

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