Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school

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MetadadosDescriçãoIdioma
Autor(es): dc.creatorMouraz, Ana-
Autor(es): dc.creatorPinto, Daniela-
Autor(es): dc.creatorTorres, Ana Cristina-
Data de aceite: dc.date.accessioned2025-08-21T15:20:13Z-
Data de disponibilização: dc.date.available2025-08-21T15:20:13Z-
Data de envio: dc.date.issued2022-11-01-
Data de envio: dc.date.issued2021-
Data de envio: dc.date.issued2025-10-30-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/10400.2/12452-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/10400.2/12452-
Descrição: dc.descriptionPeer observation of teaching has for long been defended as a valuable device of professional and institutional development in higher education, but is almost unexplored at primary- and secondary-level schools. This paper introduces a model for multidisciplinary peer observation of teaching that has been developed and implemented in a professional development programme in two Portuguese school clusters of basic and secondary education in collaboration with its teachers. After four years of developing the programme in these school clusters, a case study was conducted through a qualitative analysis of observation guides completed throughout the years (N = 563) to identify perceived effects of participating in the programme for both teacher professional development and reflective practices. The programme emerged as a powerful initiative to foster teacher collaboration, innovation, and reflection for improving practices. Implications related to current national curriculum and educational policies are discussed.-
Descrição: dc.descriptionAna Cristina Torres é financiada pela Fundação Portuguesa para a Ciência e Tecnologia (SFRH/BPD/108950/2015) e pelo Centro de Investigação e Intervenção em Educação da Faculdade de Psicologia e Ciências da Educação da Universidade do Porto, Portugal (UID/CED/00167/2019; UIDB/00167/2020).-
Descrição: dc.descriptioninfo:eu-repo/semantics/publishedVersion-
Formato: dc.formatapplication/pdf-
Idioma: dc.languageen-
Publicador: dc.publisherTaylor and Francis-
Relação: dc.relationU.Porto - Centre for Research and Intervention in Education-
Relação: dc.relationCentre for Research and Intervention in Education-
Relação: dc.relationTRANSIÇÕES DE ESTUDANTES – VOZES DE ESTUDANTES SOBRE O CURRÍCULO E O TRABALHO CURRICULAR NAS ESCOLAS EM DOIS SISTEMAS EDUCATIVOS-
Relação: dc.relationhttps://www.tandfonline.com/doi/abs/10.1080/14623943.2022.2130225-
Palavras-chave: dc.subjectPeer observation-
Palavras-chave: dc.subjectClassroom observation-
Palavras-chave: dc.subjectFeedback-
Palavras-chave: dc.subjectEducational improvement-
Palavras-chave: dc.subjectProfessional development-
Palavras-chave: dc.subjectTeacher collaboration-
Título: dc.titleEffects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school-
Aparece nas coleções:Repositório Aberto - Universidade Aberta (Portugal)

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