相互观摩能否促进学习成果转化为教学实践?

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran
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引用次数: 0

摘要

本文探讨了同行相互观摩是否是促进教师专业发展的有效做法。本文重点分析了教师在相互观摩过程中发现的源于教师自身教育方法的改进目标转移过程。共有 230 名教师结成对子,进行了第二次课堂观察,重点关注特定的改进目标,以评估其转移的程度。研究结果表明,改进目标在课堂实践中的迁移是主要的。研究分析了促成这一过程的预测因素和促进因素。结果显示,合作文化和集体机构是迁移的预测因素。同样,对自身实践的反思和认识所产生的个人因素,以及合作伙伴的支持,也能促进已确定的改进过程。总之,互惠式同伴观察可被视为确定改进目标并将其迁移到课堂教学的一种非常有效的做法,有利于教师的专业发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Does reciprocal peer observation promote the transfer of learning to teaching practice?
This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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