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Referencias

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  • Alam, J., Aamir, S. M. i Shahzad, S. (2020). Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice. Research Journal of Social Sciences & Economics Review, (1), 1, 56-75. https://doi.org/10.36902/rjsser-vol1-iss1-2020(56-75)

  • Armitage, A. Bryant, R. Dunnill, R., Hammersley, M. Hayes, D. Hudson, A. i Lawless, S. (2003). Teaching and training in compulsory education. Buckingham: OUP.

  • Arnau, L., Kahrs, J., i Kruskamp, B. (2004). Peer coaching: Veteran high school teachers take the lead on learning. Nassp Bulletin, 88(639), 26-41.

  • https://doi.org/10.1177/019263650408863904

  • Avila, L., Garza, R. R., Molina, D. A., i Mendiola, G. (1991). Be collaborative: A Bilingual education model for peer coaching. Bilingual Review/La Revista Bilingüe, 16(2/3), 257-261

  • Bang, Y. (2009). EFL teachers’ professional development: Peer coaching. English Language & Literature Teaching, 15(2), 1–25. https://koreascience.kr/article/JAKO200917357306409.pdf

  • Beaumont, J. (2020). Cross-Disciplinary Professional Development at Community Colleges. Community College Journal of Research and Practice, 44(2), 99–116. https://doi.org/doi.org/10.1080/10668926.2018.1558134

  • Bell, A., i Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55(6), 735–752. https://doi.org/10.1007/s10734-007-9093-1

  • Bell, A., i Mladenovic, R. (2014). Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24–36. https://doi.org/10.1080/13562517.2014.945163

  • Bleiler-Baxter, S. K., Hart, J. B., i Wanner, S.C.A. (2020). Teaching TRIOs: Using Peer Observation to Initiate Department Change. PRIMUS, 31(3-5), 550–564. https://doi.org/10.1080/10511970.2020.1772918

  • Bosman, L., i Voglewede, P. (2019). How Can a Faculty Community of Practice Change Classroom Practices? College Teaching, 67(3), 177–187. https://doi.org/10.1080/87567555.2019.1594149

  • Bruce, C. D., i Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education/Revue canadienne de l'éducation, 31 (2), 346-370.

  • Bruce, C. D., i Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education/Revue canadienne de l’éducation, 31 (2), 346-370.

  • Burgess, S., Rawal, S. i Taylor, E.S. (2019). Teacher peer observation and student test scores: Evidence from a field experiment in English secondary schools. EdWorkingPaper, 19-139.  https://doi.org/10.26300/ry5b-g146​

  • Carroll, C., i O’Loughlin, D. (2014). Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51(4), 446–456. https://doi.org/10.1080/14703297.2013.778067

  • Corcelles-Seuba, M., Sala-Bars, I., Soler, M. & Duran, D. (2024). Impact of reciprocal peer observation on teacher collaboration perceptions. British Educational Research Journal, 00, 1–21. https://doi.org/10.1002/berj.3958

  • Corcelles-Seuba, M., Miquel, E., i Duran, D. (2023a). Teachers’ perceptions of Reciprocal Peer  Observation. Revista de Educación, 402, 237-266. https://doi.org/10.4438/1988-592X-RE-2023-402-601

  • Corcelles, M., Duran , D., Flores, M., Miquel, E., i Ribosa, J. (2023b). Percepciones docentes sobre observación entre iguales: Resistencias, agencia, procedimiento y objetivos de mejora. Estudios sobre Educación, 44, 35-58. https://doi.org/10.15581/004.44.002 

  • Corcelles-Seuba, M., Ortiz, M.; O’Leary, M. i Duran, D. (en premsa) A Systematic Review of Reciprocal Peer Observation in Higher Education.

  • Corcelles-Seuba, M., Soler, M., Ortiz, M. i Duran, D. (en premsa) Research Evidence of the Reciprocal Peer Observation of Teaching from a Collaborative Model in the School: A Systematic Review.

  • Daniels, E., Pirayoff, R., i Bessant, S. (2013). Using Peer Observation and Collaboration to Improve Teaching Practices. Universal Journal of Educational Research, 1(3), 268-274. https://doi.org/10.13189/ujer.2013.010318

  • De la Iglesia, B., i Rosselló, M. R. (2018a). La competència docent efectiva i la seva millora a partir de l’observació entre iguals: un estudi pilot amb dos centres de les Illes Balears. Mallorca: Conselleria d’Educació i Universitat del Govern de les Illes Balears. Direcció General de Planificació, Ordenació i Centres. Institut d’Avaluació i Qualitat del Sistema Educatiu (IAQSE). Col·lecció: Documents d’Avaluació. (enllaç) 

  • De la Iglesia, B., i Rosselló, M. R. (2018b). Aplicación del Sistema Internacional de Observación y Feedback Docente (ISTOF-II) en un contexto educativo no-anglosajón. REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 89-104. https://doi.org/10.15366/reice2018.16.1.006 

  • Donnelly, R. (2007). Perceived Impact of Peer Observation of Teaching in Higher Education. International Journal of Teaching and Learning in Higher Education, 19(2), 117–129. https://files.eric.ed.gov/fulltext/EJ901290.pdf

  • Drew, S., i Klopper, C. (2014). Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases. Higher Education, 67(3), 349–367. https://doi.org/10.1007/s10734-013-9657-1

  • Duran, D., Corcelles, M., i Miquel, E. (2020). L’observació entre iguals com a mecanisme de desenvolupament professional docent: La percepció dels participants de la Xarxa de Competències Bàsiques. Àmbits de Psicopedagogia i Orientació, 53, 48-59. https://doi.org/10.32093/ambits.vi53.2636 Disponible en català i castellà aquí. 

  • Duran, D., i Miquel, E.  (2019). Preparing Teachers for Collaborative Classrooms. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.780 

  • González, A. (2020). TALIS 2018. Estudio internacional de la enseñanza y el aprendizaje. Informe español. Volumen II. Ministerio de Educación y Formación Profesional.

  • Gray, S. M. (2012). From principles to practice: Collegial observation for teacher development. Tesol Journal, 3(2), 231-255. https://doi.org/10.1002/tesj.16

  • Guo, Y. (2005). An Investigation of ESL Teachers’ Experience of Peer Consultation. Canadian Journal of University Continuing Education, 31(2), 17-36 https://doi.org/10.21225/d5zc77

  • Hall, L. i McKeen, R. L. (1989). Increased professionalism in the work environment of teachers through peer coaching. Education, 109(3), 310-317.

  • Hamilton, E. (2013). His ideas are in my head: peer-to peer teacher observations as professional development. Professional Development in Education, 39 (1), 42-64. https://doi.org/10.1080/19415257.2012.7 26202

  • Hendry, G. D., i Oliver, G. R. (2012). Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching and Learning Practice, 9(1), 87–96. https://doi.org/10.53761/1.9.1.7

  • Hendry, G. D., Georgiou, H., Lloyd, H., Tzioumis, V., Herkes, S., i Sharma, M. D. (2021). ‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program. International Journal for Academic Development,126(1), 54-68. https://doi.org/10.1080/1360144X.2020.1819816

  • Heredia-Arboleda, E. E., Torres-Cajas, M., Yépez-Oviedo, D., i Lara-Velarde, A. (2021). Reflexiones críticas de instructores universitarios desde el modelo colaborativo. Revista Boletín Redipe, 10(3), 342–359. https://doi.org/10.36260/rbr.v10i3.1239

  • Ä°nceçay, V., i DikilitaÅŸ, K. (2022). Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education, 120(103901), 1-11. https://doi.org/10.1016/j.tate.2022.103901

  • Kohler, F. W., McCullough, K. M., i Buchan, K. A. (1995). Using peer coaching to enhance preschool teachers’ development and refinement of classroom activities. Early Education and Development, 6(3), 215-239. https://doi.org/10.1207/s15566935eed0603_2

  • Miranda, J. P., Batista, M., Duarte, C., i Sanches, T. (2021). Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers. Education Sciences, 11(11), 706. https://doi.org/10.3390/educsci11110706

  • Motallebzadeh, K., Hosseinnia, M., i Domskey, J. G. (2017). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education,4(1), 1-12. https://doi.org/10.1080/2331186X.2016.1277456 

  • Muijs, D., Reynolds, D., Sammons, P., Kyriakides, L., Creemers, B. P., i Teddlie, C. (2018). Assessing individual lessons using a generic teacher observation instrument: How useful is the International System for Teacher Observation and Feedback.  ZDM Mathematics Education, 50(3), 395-406. https://doi.org/10.1007/s11858-018-0921-9 

  • Murray, S., Ma, X., i Mazur, J. (2009). Effects of peer coaching on teachers’ collaborative interactions and students’ mathematics achievement. The journal of educational research, 102(3), 203-212. https://doi.org/10.3200/JOER.102.3.203-212

  • Nicolson, M., i Harper, F. (2014). Online Peer Observation: An Exploration of a Cross-Discipline Observation Project. International Journal of Teaching and Learning in Higher Education, 26(2), 251–259. https://www.isetl.org/ijtlhe/pdf/IJTLHE26(2).pdf

  • O’Keeffe, M., Crehan, M., Munro, M., Logan, A., Farrell, A. M., Clarke, E., Flood, M., Ward, M., Andreeva, T., Van Egeraat, C., Heaney, F., Curran, D., i Clinton, E. (2021). Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development, 26(3), 266–278. https://doi.org/10.1080/1360144x.2021.1954524

  • O’Leary, M. (2020). Classroom Observation. A guide to effective observation of teaching and learning (2n edition). Routledge.

  • O’Leary, M., i Savage, S. (2020). Breathing new life into the observation of teaching and learning in higher education: moving from the performative to the informative. Professional Development in Education, 46(1), 145-159. https://doi.org/10.1080/19415257.2019.1633386

  • OECD (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://www.oecd.org/education/talis-2018-results-volume-i-1d0bc92a-en.htm

  • OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD Publishing, https://doi.org/10.1787/19cf08df-en

  • O’Leary, M. (2014). Classroom observation: A guide to effective observation of teaching and learning (2ª ed., 2020). Routledge. 

  • O’Leary, M. i Savage, S. (2020). Breathing new life into the observation of teaching and learning in higher education: moving from the performative to the informative. Professional Development in Education, 46(1), 145-159. https://doi.org/10.1080/19415257.2019.1633386

  • Ojuel, M. i Segura, F. (2018). Una experiencia de formación entre iguales para el desarrollo profesional docente y la transformación de los centros. Cuadernos de Pedagogía, 486, 54-59. 

  • Pressick-Kilborn, K., i te Riele, K. (2008). Learning from Reciprocal Peer Observation: A collaborative self-study. Studying Teacher Education, 4(1), 61–75. https://doi.org/10.1080/17425960801976354

  • Ribosa, J., Corcelles-Seuba, M., Morodo, A., i Duran, D. (2024). Reducing teachers' resistance to reciprocal peer observation. European Journal of Education, 00, e12606. https://doi.org/10.1111/ejed.12606

  • Rosselló, M. R. i De la Iglesia, B. (2021). El feedback entre iguales y su incidencia en el desarrollo profesional docente. Revista complutense de educación, 32(3), 371. https://doi.org/10.5209/rced.70173 

  • Schuck, S., Aubusson, P., & Buchanan, J. (2008). Enhancing teacher education practice through professional learning conversations. European Journal of Teacher Education, 31(2), 215–227. https://doi.org/10.1080/02619760802000297

  • Shousha, A. I. (2015). Peer observation of teaching and professional development: Teachers' perspectives at the English language institute, King Abdulaziz University. Arab World English Journal, 6(2), 131-1. http://dx.doi.org/10.2139/ssrn.2834383

  • Sider, S. (2019). Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption. International Journal of Mentoring and Coaching in Education, 8(1), 37-51. https:// doi.org/10.1108/IJMCE-04-2018-0016

  • Slater, C. L., i Simmons, D. L. (2001). The design and implementation of a peer coaching program. American Secondary Education, 29(3), 67-76.

  • Sparks, G. M. (1986). The effectiveness of alternative training activities in changing teaching practices. American educational research journal, 23(2), 217-225. https://doi.org/10.2307/1162955

  • Sparks, G. M., i Bruder, S. (1987). Before and After Peer Coaching. Educational leadership, 45(3), 54-57.

  • Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756–773. https://doi.org/10.1080 /03075079.2014.950954

  • Tezcan-Unal, B. (2018). Action research on a collegial model of peer observations. Educational Action Research, 26(4), 641–654. https://doi.org/10.1080/09650792.2017.1358199

  • Thomson, K., Bell, A., i Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher education research & development, 34(5), 1060-1062. https://doi.org/10.1080/07294360.2015.1034349

  • Torres, A. C., Lopes, A., Valente, J. M.  S., i Mouraz, A. (2017). What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education, 22(7), 822–838. https://doi.org/10.1080/13562517.2017.1301907

  • Verástegui, M., i González, P. (2019). Pensadero de maestros: Una dinámica docente de práctica reflexiva. Profesorado. Revista de Currículum y Formación de Profesorado, 23(4), 152–173. https://doi.org/10.30827/profesorado.v23i4.11715

  • Walker, R. (2015). Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange. European Journal of Open, Distance and E-Learning, 18(1), 34–51. https://doi.org/10.1515/eurodl-2015-0003

  • Walker, R., i Forbes, D. (2018). Cross-institutional peer observation by online tutors: Sharing practice “outside the family.” Innovations in Education and Teaching International, 55(3), 285–293. https://doi.org/10.1080/14703297.2017.1281751

 

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