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.

DOI: https://doi.org/10.1080/1360144X.2012.682159

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.

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 33735
• Item Type
• Journal Item
• ISSN
• 1470-1324
• Keywords
• community of practice; language-teacher development; online teaching; peer observation; teacher confidence
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
  Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Language & Literacies
• Copyright Holders
• © 2012 Taylor & Francis
• Depositing User
• Margaret Nicolson