Reducing teachers' resistance to reciprocal peer observation

Despite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-serv...

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Autores: Ribosa, Jesús, Corcelles-Seuba, Mariona, Morodo, Andy, Duran, David
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universitat Ramon Llull (URL)
Repositorio:DAU Arxiu Digital de la Universitat Ramon Llull
OAI Identifier:oai:dau.url.edu:20.500.14342/3962
Acceso en línea:http://hdl.handle.net/20.500.14342/3962
https://doi.org/10.1111/ejed.12606
Access Level:acceso abierto
Palabra clave:Professors -- Formació
Observació entre iguals
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spelling Reducing teachers' resistance to reciprocal peer observation Ribosa, Jesús Corcelles-Seuba, Mariona Morodo, Andy Duran, David Professors -- Formació Observació entre iguals Despite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO inter-vention, three aims are addressed: (1) to examine pretest-posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to ana-lyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was vali-dated and used as pretest- posttest. Student's paired sample t- test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling prop-erly trained, with additional variables moderating resist-ance towards being observed (i.e., gender, being part of the school management team, prior experience, school time ar-rangement). Thirdly, final resistance to both roles is moder-ated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may gener-ate are contingent on reducing teacher resistance. info:eu-repo/semantics/publishedVersion Wiley http://hdl.handle.net/20.500.14342/3962 https://doi.org/10.1111/ejed.12606
title Reducing teachers' resistance to reciprocal peer observation
spellingShingle Reducing teachers' resistance to reciprocal peer observation
Ribosa, Jesús
Professors -- Formació
Observació entre iguals
title_short Reducing teachers' resistance to reciprocal peer observation
title_full Reducing teachers' resistance to reciprocal peer observation
title_fullStr Reducing teachers' resistance to reciprocal peer observation
title_full_unstemmed Reducing teachers' resistance to reciprocal peer observation
title_sort Reducing teachers' resistance to reciprocal peer observation
author Ribosa, Jesús
author_facet Ribosa, Jesús
Corcelles-Seuba, Mariona
Morodo, Andy
Duran, David
author_role author
author2 Corcelles-Seuba, Mariona
Morodo, Andy
Duran, David
author2_role author
author
author
topic Professors -- Formació
Observació entre iguals
topic_facet Professors -- Formació
Observació entre iguals
description Despite the evidence supporting reciprocal peer observa-tion (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the vari-ables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO inter-vention, three aims are addressed: (1) to examine pretest-posttest differences in resistance to RPO, (2) to analyse the effect of demographic variables and perception of school support in initial resistance to RPO, and (3) to ana-lyse the effect of demographic variables and perception of school support and role performance in final resistance to RPO, after controlling for initial resistance. The Teachers' Resistance to Reciprocal Peer Observation Scale was vali-dated and used as pretest- posttest. Student's paired sample t- test was carried out to compare the two scores, and linear regression was used for the second and third aim. Firstly, results show a significant decrease in resistance to RPO. Secondly, initial resistance to the observer and observee role is moderated by teaching experience and feeling prop-erly trained, with additional variables moderating resist-ance towards being observed (i.e., gender, being part of the school management team, prior experience, school time ar-rangement). Thirdly, final resistance to both roles is moder-ated by initial resistance, teaching experience, and variables referring to judging oneself and the partner as capable of successfully participating in the intervention. Limitations and implications for research and practice are discussed. The changes in the quality of teaching that RPO may gener-ate are contingent on reducing teacher resistance.
publishDate 2023
format article
url http://hdl.handle.net/20.500.14342/3962
https://doi.org/10.1111/ejed.12606
eu_rights_str_mv openAccess
publisher Wiley
institution Universitat Ramon Llull (URL)
collection DAU Arxiu Digital de la Universitat Ramon Llull
reponame_str DAU Arxiu Digital de la Universitat Ramon Llull
instname_str Universitat Ramon Llull (URL)
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publishDateSort 2023
author_browse Corcelles-Seuba, Mariona
Duran, David
Morodo, Andy
Ribosa, Jesús
publisherStr Wiley
score 6,8972664

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