Pre-Service Teachers' Perceptions of Peer Observation and Feedback
Abstract
Within the context of the scholarship of teaching and learning, this session highlights the rationale, implementation, and results of a semi-structured study in which forty-five preservice elementary teachers, from six different instructors in early primary practicum classes at one university, observed and provided feedback, in a reciprocal manner, on their peers' teaching. The session will demonstrate how bringing the principles and characteristics of the scholarship of teaching and learning into the university classroom can support the development of teaching as scholarly activity for preservice teachers while cementing our own commitment in this regard. This session will describe and analyze this peer observation and feedback activity as part of the cycle of the scholarship of teaching and learning; and as evidence that praxis in the scholarship of teaching and learning can be beneficial at all levels of teaching and learning.
Location
Room 2908
Recommended Citation
Gilpin, Lorraine, "Pre-Service Teachers' Perceptions of Peer Observation and Feedback" (2007). SoTL Commons Conference. 29.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/29
Pre-Service Teachers' Perceptions of Peer Observation and Feedback
Room 2908
Within the context of the scholarship of teaching and learning, this session highlights the rationale, implementation, and results of a semi-structured study in which forty-five preservice elementary teachers, from six different instructors in early primary practicum classes at one university, observed and provided feedback, in a reciprocal manner, on their peers' teaching. The session will demonstrate how bringing the principles and characteristics of the scholarship of teaching and learning into the university classroom can support the development of teaching as scholarly activity for preservice teachers while cementing our own commitment in this regard. This session will describe and analyze this peer observation and feedback activity as part of the cycle of the scholarship of teaching and learning; and as evidence that praxis in the scholarship of teaching and learning can be beneficial at all levels of teaching and learning.
