Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings

İNCEÇAY V., Dikilitas K.

TEACHING AND TEACHER EDUCATION, vol.120, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 120
  • Publication Date: 2022
  • Doi Number: 10.1016/j.tate.2022.103901
  • Journal Name: TEACHING AND TEACHER EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Public Affairs Index
  • Acibadem Mehmet Ali Aydinlar University Affiliated: Yes

Abstract

Guided by the sociocultural approach to teacher learning, this collective case study describes in-depth online peer observation experiences of six English language teachers and how they reflected on the scheme carried out for a semester at a university. Data were collected via an interest analysis form, 24 reflective diaries, 24 video recordings of pre- and post-observation meetings, and two experience sharing day colloquiums. Thematic analysis was conducted to reveal emerging themes and codes. OLPO led the participants to telecollaborate, scrutinize their online classes, offer solutions for improved teaching, test these solutions in their practices, and reflect on the whole process. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).