Jafningjamat rannsókn sem gerð var í Ástralíu - 2 views

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  #1 Linda Osk Sigurdardottir on 19 Mar 12

   

  The purpose of the teaching observations was to help staff improve their teaching skills
  for both their individual professional development and the benefit of the student-teacher learning
  environment.

   

  <div class="cArrow"> </div><div class="cContentInner">The purpose of the teaching observations was to help staff improve their teaching skills <br /> for both their individual professional development and the benefit of the student-teacher learning <br /> environment.</div>

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  #2 Linda Osk Sigurdardottir on 19 Mar 12

   

  Þarna var ég of fljót á mér greininn er eftir Douglas J. Atkinson og Susan Bolt
  slóðinn er http://eric.ed.gov/PDFS/EJ906466.pdf
  
  Abstract: In order to improve teaching and learning within a faculty, an action
  research intervention involving peer observation of teaching staff via an expert
  was designed and implemented. A total of ten staff (including the first author) were
  observed over the year. The process consisted of observation at class, a written
  report, discussion between teacher and observer, and a group debrief. A follow-up
  written questionnaire was emailed to the ten participants and the qualitative
  responses were analyzed. Key findings for practice were: that staff recommended
  the process be continued; that it remain voluntary; that an external expert be
  retained; that the group processes were important; and that there be ongoing
  follow-up.
  tag: teaching observation, peer observation, teaching practice, university
  teaching

   

  <div class="cArrow"> </div><div class="cContentInner">Þarna var ég of fljót á mér greininn er eftir Douglas J. Atkinson og Susan Bolt <br /> slóðinn er <a href="http://eric.ed.gov/PDFS/EJ906466.pdf" rel="nofollow" target="_blank">http://eric.ed.gov/PDFS/EJ906466.pdf</a> <br /> <br /> Abstract: In order to improve teaching and learning within a faculty, an action <br /> research intervention involving peer observation of teaching staff via an expert <br /> was designed and implemented. A total of ten staff (including the first author) were <br /> observed over the year. The process consisted of observation at class, a written <br /> report, discussion between teacher and observer, and a group debrief. A follow-up <br /> written questionnaire was emailed to the ten participants and the qualitative <br /> responses were analyzed. Key findings for practice were: that staff recommended <br /> the process be continued; that it remain voluntary; that an external expert be <br /> retained; that the group processes were important; and that there be ongoing <br /> follow-up. <br /> tag: teaching observation, peer observation, teaching practice, university <br /> teaching</div>

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