Citations (46)
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Phuong Vu Nguyen. (2023) Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration. Reflective Practice 24:4, pages 524-542.
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Phuong Vu Nguyen & Huong Thi Pham. (2021) Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience. International Journal for Academic Development 26:4, pages 448-462.
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Muireann O’Keeffe, Martina Crehan, Morag Munro, Anna Logan, Ann Marie Farrell, Eric Clarke, Michelle Flood, Monica Ward, Tatiana Andreeva, Chris Van Egeraat, Frances Heaney, Declan Curran & Eric Clinton. (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, pages 266-278.
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Ville Mankki, Marita Mäkinen & Pekka Räihä. (2020) Teacher educators’ predictability and student selection paradigms in entrance examinations for the Finnish Primary School Teacher Education programme. European Journal of Teacher Education 43:2, pages 151-164.
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Phuong Vu Nguyen. (2020) TT-SET augmented with POT: a potential framework for academics’ pedagogical reasoning. Reflective Practice 21:1, pages 14-27.
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Carey E. Andrzejewski, Kira J. Baker-Doyle, Jocelyn A. Glazier & Kristin E. Reimer. (2019) (Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices. Review of Education, Pedagogy, and Cultural Studies 41:4-5, pages 317-351.
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Christine Furner & Norman McCulla. (2019) An exploration of the influence of school context, ethos and culture on teacher career-stage professional learning. Professional Development in Education 45:3, pages 505-519.
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Kate Eileen Thomson & Keith Randal Trigwell. (2018) The role of informal conversations in developing university teaching?. Studies in Higher Education 43:9, pages 1536-1547.
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Burcu Tezcan-Unal. (2018) Action research on a collegial model of peer observations. Educational Action Research 26:4, pages 641-654.
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Amani Bell & Kate Thomson. (2018) Supporting peer observation of teaching: Collegiality, conversations, and autonomy. Innovations in Education and Teaching International 55:3, pages 276-284.
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Gerry Czerniawski, Donald Gray, Ann MacPhail, Yvonne Bain, Paul Conway & Ainat Guberman. (2018) The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44:2, pages 133-148.
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Marie-Jeanne Meijer, Marinka Kuijpers, Fer Boei, Emmy Vrieling & Femke Geijsel. (2017) Professional development of teacher-educators towards transformative learning. Professional Development in Education 43:5, pages 819-840.
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Judy M. Parr & Eleanor Hawe. (2017) Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms. Professional Development in Education 43:5, pages 709-728.
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Gerry Czerniawski, Ainat Guberman & Ann MacPhail. (2017) The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education 40:1, pages 127-140.
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Hairon Salleh. (2016) Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education 36:2, pages 285-300.
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Kate Thomson. (2015) Informal conversations about teaching and their relationship to a formal development program: learning opportunities for novice and mid-career academics. International Journal for Academic Development 20:2, pages 137-149.
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Yiasemina Karagiorgi & Maria Nicolaidou. (2013) Professional development of teacher educators: voices from the Greek-Cypriot context. Professional Development in Education 39:5, pages 784-798.
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Gerry Czerniawski. (2013) Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching 39:4, pages 383-399.
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Felicity Harper & Margaret Nicolson. (2013) Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development 18:3, pages 264-275.
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Elizabeth White. (2013) Exploring the professional development needs of new teacher educators situated solely in school: pedagogical knowledge and professional identity. Professional Development in Education 39:1, pages 82-98.
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Fred-Ole Sandt. (2012) Peer Observation Action Research Project. School Leadership & Management 32:4, pages 355-373.
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Elizabeth White. (2011) Working towards explicit modelling: experiences of a new teacher educator. Professional Development in Education 37:4, pages 483-497.
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JenniferK. Harrison & Ruth Lee. (2011) Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme. Journal of Education for Teaching 37:2, pages 199-217.
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Jenny Byrne, Hazel Brown & Doreen Challen. (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development 15:3, pages 215-228.
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Sandy Schuck. (2009) How Did We Do? Beginning teachers teaching mathematics in primary schools. Studying Teacher Education 5:2, pages 113-123.
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Articles from other publishers (21)
Hyun Jin Kim. (2024) 동료 관찰의 성격 및 효과에 대한 초등 예비 교사의 인식 연구: 영어 수업 실연을 중심으로. Modern English Education 25:0, pages 17-32.
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Laura Cutroni & Angela Paladino. (2023) Peer-ing in: A systematic review and framework of peer review of teaching in higher education. Teaching and Teacher Education 133, pages 104302.
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Masoumeh Karimi & Mehdi Vaez-Dalili. (2021) Comparative effect of collaborative and prescriptive models of observation on Iranian novice/experienced EFL teachers’ reflective practice. Current Psychology 41:8, pages 4981-4996.
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Penny Lamb & Graham King. (2021) Developing the practice of pre-service physical education teachers through a dyad model of lesson study. European Physical Education Review 27:4, pages 944-960.
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Sandra Herbert & Leicha A. Bragg. (2020) Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal 33:3, pages 409-433.
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Sandra L. Guzman Foster & Stephen J. Fleenor. 2021. Research Anthology on Developing Critical Thinking Skills in Students. Research Anthology on Developing Critical Thinking Skills in Students
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Sarah Mullin. (2020) Students’ Perceptions about a Collaboratively Designed Behaviour Improvement Policy: An Exploratory Ethnographical Study. Journal of Higher Education Policy And Leadership Studies 1:1, pages 120-132.
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John BuchananJohn Buchanan. 2020. Challenging the Deprofessionalisation of Teaching and Teachers. Challenging the Deprofessionalisation of Teaching and Teachers
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Viv Ellis, Jane McNicholl, Allan Blake & Jim McNally. (2014) Academic work and proletarianisation: A study of higher education-based teacher educators. Teaching and Teacher Education 40, pages 33-43.
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Trudy Ambler, Meena Chavan, Jennifer Clarke & Nicole Matthews. 2014. Peer Review of Learning and Teaching in Higher Education. Peer Review of Learning and Teaching in Higher Education
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Sylvia Murphy Tighe & Carmel Bradshaw. (2013) Peer‐supported review of teaching: Making the grade in midwifery and nursing education. Nurse Education Today 33:11, pages 1347-1351.
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Sandy Schuck. (2012) The opportunities and challenges of research partnerships in teacher education. The Australian Educational Researcher 40:1, pages 47-60.
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June Junge. (2012) Kjennetegn ved læreres kollegasamtaler, og betydningen av disse for læringspotensialet i samtalene. Norsk pedagogisk tidsskrift 96:5, pages 373-386.
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Wen-Chun Chen. (2012) Professional growth during cyber collaboration between pre-service and in-service teachers. Teaching and Teacher Education 28:2, pages 218-228.
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Liane Purnell & Claire Monk. (2012) Embedding a Peer-Supported Development Scheme: Overcoming Challenges in Engaging Staff and Students in Continuing Professional Development. Procedia - Social and Behavioral Sciences 46, pages 3830-3836.
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Carolyn Anderson. (2011) Developing professional learning for staff working with children with speech, language and communication needs combined with moderate-to-severe learning difficulties. British Journal of Special Education 38:1, pages 9-18.
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