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Online peer observation: its value in teacher professional development, support and well-being

Harper, Felicity and Nicolson, Margaret (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3) pp. 264–275.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/1360144X.2012.682159
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Abstract

This article discusses an online peer observation project conceived to enhance language-teacher positivity and creativity in synchronous virtual classrooms. Participants worked part-time at the UK’s Open University (OU) in a blended context and came from two different groups distant from each other and geographically dispersed within their own group. As a result of the project, participants perceived an increase in their confidence and greater willingness to experiment. They appreciated better how they fitted into the wider OU teaching community, built new professional friendships and flexible communities of practice, and developed a better understanding of how to progress their own self-development.

Item Type: Journal Article
Copyright Holders: 2012 Taylor & Francis
ISSN: 1470-1324
Extra Information: First published online: 21 May 2012
Keywords: community of practice; language-teacher development; online teaching; peer observation; teacher confidence
Academic Unit/Department: Education and Language Studies > Languages
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 33735
Depositing User: Margaret Nicolson
Date Deposited: 25 May 2012 08:10
Last Modified: 05 Dec 2013 20:56
URI: http://oro.open.ac.uk/id/eprint/33735
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