Peer observation of teaching

In the educational context, peer observation consists in teachers observing each other and involves constructive cooperation. For it to be beneficial for both observer and observee it requires clear objectives, a shared format and etiquette, and attention to the professional and the emotional components. The practice has become increasingly common in Higher education but may need further investigation in the online teaching scenario which has developed since the COVID-19 pandemic. At Parma university (Italy), an instructor of English for Academic Purposes (EAP) and a Signal Processing professor experimented with interdisciplinary peer observation during the 2020 lockdown, initially as a form of reciprocal help, with no academic research intent. It slowly developed into semi-structured practice, which later proved its value in terms of professional development for both observer and observee. Several elements contributed to the success of the experience: previous experience of being observed in face-to-face classes; basically no experience of online teaching; familiarity with each other’s approach to teaching thanks to previous discussions; non-judgemental attitude; discreet presence of the observer; the observee focusing the observer’s attention to some specific point before class for the observation to provide real help; and constructive feedback through informal discussion after class with a chance to explain choices and problems. This paper outlines the initial objectives of these reciprocal observations, explains how they were carried out and how a shared format and etiquette were developed, and highlights the importance of didactic and psychological factors, with an emphasis on the impact of truly being a learner in each other’s class on the outcome.

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers' observations with teachers' developmental goals. Analysis of observers' uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goaloriented curricular and pedagogical development through peer observation.

As part of wider concerns relating to (performance) art, audience, participation and collaboration (Billing, Lind and Nilsson 2007, Frieling 2008), since 2011, I have produced an extensive body of practice that explores these ideas and examines the relationship between collaborative drawing (or more broadly 'marking') and self-relationality to 'others' and 'place'. This chapter articulates and demonstrates how I have explored 'difference, collisions, incompatibilities' (Etchells, 1999: 56) in collaborative working through practice. This practice has been guided by a series of questions but chiefly: Can acts of group drawing or marking embody the tensions and complexities of collaborative working? How can drawings/marks made during these acts be indexical of not just the actions of the group but enable a questioning of the self in relation to others? These questions above have formed the foundation for an audience participative artwork that I have produced various iterations of in various contexts and artistic and pedagogic settings including art galleries, lecture theatres and university workshop/seminar rooms since 2019. During their participation, participants experience the tensions of collaboration through an embodied collaborative drawing activity entitled Collaborative Marking: Marker Pen Performances. I invite groups of participants to gather around a sheet of paper and a marker pen and are then invited to hold the pen together at the same time and move the pen together across the page to mark the paper, responding to a series of sonic stimuli.

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Unterrichtsrelevante Kompetenzen wie die professionelle Wahrnehmung können durch die Analyse von Unterrichtsvideos gefördert werden. Hierfür benötigte Fallbeispiele werden im FOCUS-Videoportal bereitgestellt. In diesem Beitrag wird untersucht, inwieweit das Videoportal benutzungsfreundlich ist und sich zur Förderung der professionellen Wahrnehmung eignet. Es wurden 339 Studierende befragt. Die Ergebnisse zeugen von einer generellen Zufriedenheit mit dem inhaltlichen Angebot, der Benutzungsfreundlichkeit und der ästhetischen Umsetzung des Videoportals. Zudem konnte durch die bereitgestellten Videotrainings das Kompetenzerleben hinsichtlich der professionellen Wahrnehmung gefördert werden. (DIPF/Orig.)Teaching-relevant skills such as professional vision can be promoted by an analysis of classroom videos. The FOCUS video portal provides case studies that are required for this purpose. This paper examines whether the video portal is user-friendly and suitable for fostering professional ...

This article explores the perceptions of teachers regarding post observation conferences in a preparatory year English language program in a university in Saudi Arabia. Semi-standardized interviews were used to gather qualitative data from ten teachers. Five themes emerged from the interview data after qualitative analysis: (1) Concerns about the means-oriented view of some observers (2) Blurring of lines between developmental supervision and evaluation (3) Post observation conference as a formality (4) Concerns about the difference of opinion between teachers and observers (5) Concerns about supervisors' credentials, training and experience in supervision. These themes are discussed in detail with reference to current literature on supervision.

En el siguiente trabajo, los autores analizan alternativas de enseñanza vistas como estratégias pedagógicas desde la práctica educativa con una impronta lúdica y participativa. Explican lo beneficioso que resulta a los alumnos para que puedan adquirir competencias de reflexión e intervención en la sociedad Este trabajo presenta las estrategias didácticas desarrolladas en el marco

This research is conducted to investigate the perceptions of teachers and students as regards to ten motivational strategies (MSs) proposed by Dornyei & Csizer (1998) for motivating learners. It is an empirical research using quantitative methods to collect data. A structured survey on a large scale of a random sample of female teachers and students was conducted in a university Saudi context. The data collected from the questionnaires is analyzed by SPSS for descriptive statistics. For each strategy, the mean, standard deviation, and mean percentage were calculated to show teachers and students' perceptions of MSs and to help in raking them. The data for the open-ended questions were revised manually for common themes. The results of the study support the findings of earlier research with a special emphasis on the culturally specific MSs that are specific for of Saudi university students and their teachers. Based on the results, two lists of MSs for teachers and students are produced and inferences are highlighted. The present study also stresses the importance of catering for students' perceptions in implementing any teaching strategies as both teachers and students' perceptions differ.

Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers' teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed.

The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices.

This meta-synthesis reviewed and synthesized the findings of 53 studies on supervisory postconferences and feedback with a total of 807 participants published between 2004-2023. The aim of this meta-synthesis was to illustrate the trends in the reviewed studies and synthesize the results of the studies on supervisory discourse and models of supervision in the field of English language teaching. The criteria for eligibility for selection were being empirical, peerreviewed, and published in English. Articles were scanned through the Web of Science, ERIC, SCOPUS, and Google Scholar till July, 2023. The studies lacking a report of detailed and clearcut data collection and analysis phases were removed in the appraisal phase to avoid a risk of bias. The results indicated that supervisors implemented directive supervisory styles as well as collaborative approaches exploiting power dynamics such as expert power. The findings also showed that the use of conversational techniques such as mediation, mitigators, and elicitation in supervisory talk play a central role in supervising English language teachers. The results suggested that supervised teachers demonstrated confronting, autonomous, and fluid identities when faced with a directive style of supervision. The limitations of evidence for this study related the search strategy, participants and variations in educational settings.

This investigation explores the linguistic mitigation strategies employed by language supervisors in giving critical feedback to language teachers. The provision of feedback is personal and may be intense as a supervisor needs to meet two goals: clarity in feedback-giving and maintenance of relationships. One way to achieve these goals is through the use of linguistic mitigation, which blunts the harshness of a message. To study language mitigation, post-lesson conferences between four in-service teachers and two supervisors, and between four preservice teachers and two university supervisors were recorded and transcribed. A discourse analysis was then conducted to identify specific linguistic mitigation strategies in supervisory discourse using a taxonomy (Wajnryb, 1994). Results showed that supervisors used a variety of linguistic mitigation strategies that could be classified under three major groups: syntactic, semantic, and indirect mitigation techniques. This extensive use of mitigation strategies showed that the supervisors were aware of the threat posed by their feedback on the teachers' face and the need to balance clarity and maintenance of personal relationships. The prevalence of mitigation in supervisory discourse also demonstrated that politeness may be an important consideration for teachers to accept feedback. The data also suggested that mitigation may be performing both personal and institutional roles for supervisors. Finally, the study would support the applicability of Brown and Levinson's (1987) face-saving model in the Philippine context. The implications of this study for supervision and language research were likewise discussed in the conclusion of this paper.

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The resolution of complex problems uses the development of skills as a tool that allow a satisfactory and effective solution, from this it is fundamental to address the problems of the new society from the formation of human talent, this as a transversal axis of any action to solve problems. In the following article a training cycle called development of skills for the fourth industrial revolution is proposed. This cycle of workshops aims to motivate the students of first semesters of electronic engineering, the resolution of problems framed in the Sustainable Development Goals throughout each session making use of the methodology based on problems, this through participatory strategies implemented in each of the workshops and across this, throughout the total cycle a development of projectbased learning.

El presente trabajo analiza la relevancia y efecto del liderazgo docente universitario en el quehacer educativo, en la asignatura de Lenguaje y Comunicación contribuyendo al desarrollo de la competencia lingüística que le permita expresarse de forma clara precisa y concisa de forma oral y escrita aplicando la conciencia lingüística en cada uno de sus trabajos dentro del aula de clases al igual que en la práctica laboral. Se aplicó una guía de observación a los estudiantes del tercer semestre de la Facultad de Ciencias Matemáticas y Físicas, Carrera Ingeniería Civil, donde se evidenció que los estudiantes no asimilan adecuadamente los componentes de la asignatura por falta de bases cognitivas acerca del lenguaje académico y de la ciencia lingüística, estas variables indican que existe una problemática en el aprendizaje y la enseñanza en el nivel medio y superior. Existe una cultura de aplicar solo el nivel literal en cada uno de los textos leídos, no logran avanzar al nivel inferenci...

Peer-supported review of teaching Peer observation of teaching,Collaborative model Professional development of teachers Evidence of quality in teaching This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence.

Peer observation has been advocated as a means of monitoring and improving the quality of teaching in higher education, while peer support and review have been used to provide feedback and monitoring in the clinical context. The process of peer observation of practice in educational, managerial and clinical settings could facilitate improvements in all aspects of practice, have relevance as a tool for continuing professional development and help improve the quality of care for service users. This article presents a background to peer observation and highlights its relevance to health-care professionals. A practical process to assist in the implementation of peer observation is outlined, with consideration to relevant contextual issues.

Aims Peer observation of practice is used to promote reflection and facilitate personal and professional development. However, there appears to be no published research on the use of peer observation by occupational therapists working in higher education. This action research project explored the perceptions of occupational therapy staff within a higher education setting towards the use of a peer observation of practice scheme. Methods All colleagues within a directorate of occupational therapy were invited to complete a questionnaire. Additionally, fi ve staff were invited to take part in semi-structured interviews and core themes were identifi ed following thematic analysis, typifi ed by grounded theory. Findings Staff used a range of methods to support professional development, including peer observation. Key themes identifi ed were the concept that peer observation has both positive and negative connotations, that feedback must be carefully managed, that the relationship between...

En los últimos años, la investigación sobre el proceso de escritura académica en educación superior ha pasado de ser una preocupación limitada a los profesores de lenguaje para convertirse en un tema de reflexión para los profesores de las diferentes disciplinas del conocimiento. Aunque el cambio de visión ha sido muy lento, ha permitido ir construyendo equipos transdisciplinarios que por medio de un proceso de interaprendizaje han ido produciendo nuevas formas de interpretar el proceso de composición escrita desde la perspectiva de la escritura a través del currículo. Nos centraremos en compartir experiencias surgidas a partir del trabajo entre profesores de diferentes disciplinas y especialistas en el área de lenguaje en dos instituciones de educación superior.

El presente artículo analiza la relación entre los estilos de aprendizaje (reflexivo, activo, teórico y pragmático) y la secuencia explicativa en la acción expositiva oral universitaria. Así mediante una matriz analítica se evalúan las presentaciones orales de 16 estudiantes de la carrera de Pedagogía en Educación Básica y 16 de la carrera de Ingeniería Comercial y se compara con los indicadores obtenidos de la aplicación del Cuestionario de Estilos de Aprendizaje (Alonso, Gallego y Honey, 1994). Los resultados muestran que los/as estudiantes de la carrera de educación consiguieron un mejor desempeño discursivo en cuanto a estructura y recursos en la tarea expositiva, lo que refrenda la hipótesis de la temprana transferencia de los modelos y esquemas cognitivo-discursivo del área de educación a los/as estudiantes noveles. Sin embargo, el análisis correlacional entre estilos de aprendizaje y el desempeño del discurso expositivo no dan resultados significativos.

Teaching Squares is a teaching development initiative that brings instructors together in small groups to observe one-another’s classes and reflect on their experiences in a nonjudgmental, supportive environment (University of Waterloo, n.d.). Durham College, the University of Ontario Institute of Technology (UOIT), and a key industry partner, Ontario Power Generation (OPG), have partnered on a Teaching Squares initiative, enabling primarily face-toface discussions amongst instructors at all three institutions. Despite positive feedback and minimal time demands, building faculty enrollment and involvement remains challenging to engage instructors across various disciplines, fields, and delivery formats. In the fall 2017 semester, a professor teaching in a fully online program enrolled in Teaching Squares, participating completely online. Although the significance of peer observation to support teaching in an online environment is well documented (Bennett & Santy, 2009; Swinglehurst,...

This paper aims to analyze the kinds of peer observation of teaching in Saudi English language institutes. The data revealed that three models of peer observation of teaching are used: evaluative, developmental and collaborative. It was apparent that the evaluative model is the dominant one. The analysis of the results showed that there is a negative attitude toward Peer Observation of Teaching (POT) among teachers. They do not welcome the idea of being monitored and judged. The authors realized that institutes could enhance the benefits of POT by providing teachers with clear guidelines and engaging them in the construction of institutional policies that welcome other POT models

El artículo de investigación busca establecer la efectividad de la creación de un ambiente intencionado para el aprendizaje del idioma extranjero con el fin de contrarrestar el enfoque pasivo de comprensión y producción oral en inglés de los estudiantes en las comunas 1 y 2 de Bucaramanga, Colombia; posibilitando la inclusión desde el currículo mediante la estimulación multicanales y la implementación de estrategias para el aprendizaje significativo. El diseño cuantitativo de la investigación se configuró definiendo dos grupos: control y experimental con estudiantes de una institución que atiende población en situación de vulnerabilidad. En el experimento se realizó un análisis Manova con los resultados de un pretest y un postest de evaluación de las habilidades de escuchar y hablar, estableciendo correlaciones con los canales de percepción caracterizados para cada uno de los estudiantes en los dos grupos. Se obtuvieron diferencias estadísticamente significativas (Traza Pillai p<...

En los últimos años, la investigación sobre el proceso de escritura académica en educación superior ha pasado de ser una preocupación limitada a los profesores de lenguaje para convertirse en un tema de reflexión para los profesores de las diferentes disciplinas del conocimiento. Aunque el cambio de visión ha sido muy lento, ha permitido ir construyendo equipos transdisciplinarios que por medio de un proceso de interaprendizaje han ido produciendo nuevas formas de interpretar el proceso de composición escrita desde la perspectiva de la escritura a través del currículo. Nos centraremos en compartir experiencias surgidas a partir del trabajo entre profesores de diferentes disciplinas y especialistas en el área de lenguaje en dos instituciones de educación superior.

Der Beitrag erörtert einige der zentralen Herausforderungen, vor die sich das noch junge Forschungsfeld kontextualisierter Kompetenzmessung gestellt sieht. Besondere Aufmerksamkeit wird der Problematik der Gewinnung von Expertennormen und den Validitätsgrenzen der bisher angewandten Messprozeduren gewidmet. (DIPF/Orig.)Assessing teacher knowledge in more or less authentic contexts is a still relatively young field of research. In this article, some key challenges for video-based assessment approaches are discussed. Particular focus is kept on the problem of how to gain expert norms and on the potentials and limits of enhancing the validity of the measurement procedures hitherto applied. (DIPF/Orig.

Objetivo: mostrar una propuesta de inclusión de elementos de transdisciplinariedad en el currículo de una institución educativa, con el fin de establecer conexiones que favorezcan en los educandos el acercamiento, deconstrucción, reconstrucción y construcción de un conocimiento más significativo. Metodología: enfoque cualitativo que utilizó como método el trayecto hologramático. Hallazgos: el acercamiento al contexto dejó apreciar disparidades entre lo que se dice y se cree saber y lo que se hace en el aula por parte de los profesores. Conclusiones: la propuesta pretende asumir de una manera distinta el ejercicio educativo en la institución al reestructurar el plan de estudios, romper el tradicional “asignaturismo” y posibilitar que los profesores establezcan puentes temáticos/problemáticos entre las diferentes áreas del saber, desde una óptica global sin dejar de lado lo local.

Making collaborative learning happen during a pandemic raised concerns and doubts among educators, given that learning during these trying times emphasized the importance of cooperating, corroborating, and interacting, particularly on subjects that were thought to be difficult, such as mathematics. The uncertainty stems from the question of how collaborative learning affects competency learning. Teaching students to acquire mathematical competencies is difficult in and of itself in a face-to-face setting; thus, peer-teaching and collaborative learning are always on the list to help below-average learners cope easily. This study determined the effect of online collaborative learning on the enhancement of most essential learning competencies (MELC) in General Mathematics. The study focused on thirty-five (35) respondents who were enrolled in online classes in the aforementioned subject during the academic year 2020-2021. The results revealed a significant difference between the pre-test and post-test scores, indicating that the OCL aided the students in mastering General Mathematics competencies. It was suggested that Mathematics Supervisors, Coordinators, Master Teachers, and Teachers propose in-service training or a learning action cell (LAC) that covers teaching and training of ways and means for teachers to make collaborative learning possible through the use of various modern-day applications such as Google Breakout Rooms, Open Broadcaster Software (OBS), and other platforms to ensure learners can still interact and learn with peers amid tumultuous times.

Awareness about the benefits of critical reflection to support the development of university teachers is growing in the higher education field. This paper explains how critical reflection is enacted within the academic development program in one Danish university. This is done through a structured process of observations, focused dialogue among colleagues, and narrative reflections. In order to gauge the success of the program, narrative reflections were assessed using a rubric to evaluate the teachers' reflective processes. This aimed to give some indications of whether the program enhanced teachers' ability to critically reflect on their practice. Evaluations of the teachers' narrative reflections show that while some aspects of critical reflection were evident, teachers' approaches to testing the accuracy and validity of their assumptions could be expanded and enhanced.

Teaching and learning observations (henceforth ‘observations’) are used in educational environments worldwide to assess teaching quality and support professional development through reflexivity. Pressures from neo-liberalist, New Right politics encourage observations that are evaluative in nature, thereby over-emphasising quantitative strategies. Research suggests some observations are ineffectual because of emotional tensions between what is perceived as ‘authentic’ teaching and the inherent performativity required by managerialist policies ( Ball 2003 ). But as Scheff (2003) argues, conformity to social processes is not necessarily based on an individual's awareness of explicit rewards or sanctions resulting from judgements. Instead it can be based on invisible self-perceptions of the risk of shame. In turn, this discourages playfulness as these actions may be considered deviations from ‘best practice’. Hence observations can limit teacher effectiveness because they involve in...

En este articulo se presentan los resultados del proyecto de investigacion cuyo objetivo fue aplicar el modelo de programacion funcional con lenguaje Scheme en la ensenanza de fundamentos de programacion en Ingenieria de Sistemas. La investigacion se desarrollo en cinco instituciones de educacion superior de la ciudad de Pasto (Colombia), que forman parte de la Red Universitaria de Investigacion en Sistemas de Narino - RUISNAR. Estas instituciones utilizaban el paradigma de programacion imperativo y lenguajes como C y Java en los primeros cursos de programacion. Los resultados obtenidos contribuyen a soportar la decision sobre cual es el modelo de programacion mas conveniente para iniciar a los estudiantes de Ingenieria de Sistemas en el campo de la programacion.

The COVID-19 outbreak necessitated a sudden shift to online teaching and learning worldwide in early 2020. This impacted the preservice teachers’ (PTs) practicums in schools—a cornerstone of Bachelor of Education programs. The teaching practicum (TP) enables PTs to apply their theoretical learning practically. We narrate the shift to e-practicum at a higher education institute in the UAE; document the challenges faced, opportunities gained, and guidelines designed for the implementation; and recognize the vital role of the Ministry of Education (MOE) and the national federal higher education institutions in facilitating online teacher education. We describe the registration of PTs on the MoE’s online teaching and learning platform (MS Teams) and the measures that facilitated the e-practicum. The study employs a case study approach to document analysis of email correspondence and interview scripts to provide insights from the preservice and mentor school teachers. Content and themati...

The aim of this study was to examine the effectiveness of using discovery learning approach on the performance of learners in the basic concepts of matrices for grade ten pupils at Olympia Park High School. In order to achieve the aim of the study, the researcher opted to use an action research design.
The main problem was that learners were failing to understand some concepts on application of matrices and the researcher knowing that a topic Matrices is a prerequisite to some topics in grade 11 and 12, so if the topic is not properly taught and understood it can cause poor results due to the fact that the curriculum has been revised. Some of the main areas where pupils lack understanding include; how to apply the concept of determinant on variables in a matrix, use of singular and identity matrix and multiplication of matrices with negative values.
The researcher was trying to answer the major challenges pupils face when learning matrices and the impact discovery learning approach has on the performance of the learners in matrices. The sample for the research consisted of 74 pupils.
Data were collected during the 2020/2021 teaching practice, an achievement test was designed and served as a pre-posttest and the results were analyzed both quantitatively and qualitatively using the SPSS and EXCEL spreadsheets. The results of the pretest and posttest were compared using their means, for the pretest mean was 23.6805 and 68.5676 for the posttest.
According to the means it was sufficient to conclude that discovery learning method had a positive impact on improving pupil’s performance.
Based on the findings and results, the researcher recommended the teachers to adapt discovery learning approach in teaching mathematics, he also recommended that teachers should exchange visits and hold periodic meetings to discuss new methods of teaching such as discovery learning method. Finally, the researcher talked about the need to motivate students and provide them with suitable mathematics text books to help them discover knowledge, concepts and relations in the texts.

This experience has been amazing and should be a part of professional development each year," said one participant. What is "this experience" referenced above? It is the simple strategy of creating conversation, community, and reflection among teachers through informal, yet purposeful, peer observation. This is the story of one graduate school class' experience with the power of peer observation.

In this article are presented a set of simple practices to develop in the classroom of the course Fisica II in la Universidad Tecnologica de Pereira to investigate whether the experimentation in the classroom can reinforce in the students physical concepts such as Electric Field and Electric Force, both from qualitative and quantitative perspectives; through the implementation of some physical principles verifiable experimentally and even used by instrumentation equipment. The authors believe that the implementation of these practices is fully justified in the Teaching and the Pedagogy.

RESUMEN: La educación matemática desde los distintos escenarios de enseñanza ha emprendido investigaciones tratando de encontrar los cambios didácticos y el modelo pedagógico pertinente, que satisfaga los nuevos requerimientos de los estudiantes que conviven en un contexto de condiciones difíciles para lograr su éxito académico y responder a la vez a políticas educativas. Por ello el objetivo principal es proponer a través del juego, una lúdica y herramienta didáctica que permita a los estudiantes de segundo grado, mejorar sus procesos de pensamiento matemático a través del conocimiento y exploración de los fractales.

Teachers' autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs of all teachers and could improve teacher satisfaction, retention, development, and administrator-teacher relations. Education policy makers describe teachers as the key for educational achievement and change (Harris & Sass, 2011; OECD, 2005). Yet high rates of teacher turnover remain one of the most pressing problems in education, both in the United States and abroad (

The assessorship has been proposed by some of the schools that are Educational Territories of Priority Intervention (TEIP) as a way to contribute to a signifi cant change in the work done by teachers with students and thus to contribute towards improving the educational success of these. The pedagogical assessorship that is studied in this text is the one that takes forms of support and cooperation that a teacher of the same scientific area provides to another in the exercise of part or all of the work done with a school class. This is the main object of this text that describes how assessorship conducted in a Secondary School was seen by teachers and pupils. Text explains assessorship main achievements, namely these concerning teachers’ professional cultures.  As assessorias foram propostas por algumas das escolas que são Territórios Educativos de Intervenção Prioritária (TEIP) como forma de contribuir para uma mudança significativa do trabalho a desenvolver pelos professores ...

In art classes, evaluation is usually based on several different criteria. For example, the student's knowledge and understanding of art elements and principles, such as composition, color, shape and texture, can be evaluated. It can also evaluate the student's ability to use different art techniques and materials, as well as his ability to express his ideas and thoughts through art.

This paper reports the findings from an evaluation study to investigate participants’ experiences and views of three different forms of peer observation within a Postgraduate Certificate in Academic Practice – observations from 1) an academic developer from the Academic Development Unit, 2) a class peer, and 3) a colleague from their own Subject or School. We explore how peer observation can be used strategically for developing and enhancing teaching at individual and institutional levels.

O presente artigo tem por escopo dar a conhecer a experiência vivenciada por um trio de docentes de distintas áreas disciplinares, no âmbito do projeto coletivo OPMUSA, assente na observação interpares, mediante a monitorização das diferentes práticas e dinâmicas de lecionação, numa dimensão simultaneamente individual e colaborativa. A tónica da investigação, colocada nas perceções objetivadas pelas participantes, no decurso de três ciclos de observação realizados em sala de aula, tem por base determinadas dimensões selecionadas enquanto foco de análise, as quais inscrevem os professores no papel de agentes que exploram, interpretam, avaliam e disseminam as suas práticas, contribuindo para a afirmação daquilo a que a literatura anglo-saxónica tem vindo a caracterizar como scholarship of teaching and learning(pedagogia da indagação). Os resultados apontam a observação de pares multidisciplinares enquanto modalidade viável e eficaz para o desenvolvimento de climas de aprendizagem mais...