Feedback within peer observation: continuing professional development and unexpected consequences

• Autores: Sue Shortland
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 47, Nº 3, 2010, págs. 295-304
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue emerges – professional relationships can be strengthened, leading to the development of enhanced mutual trust and respect. The article highlights lessons for practice and ideas for further research.