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...
| Authors: | ; ; ; |
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| Format: | Article |
| Publication date: | 2023 |
| Country: | España |
| Institution: | Universitat Ramon Llull (URL) |
| Repository: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/3962 |
| Online Access: | http://hdl.handle.net/20.500.14342/3962 https://doi.org/10.1111/ejed.12606 |
| Access Level: | Open access |
| Keyword: | Professors -- Formació Observació entre iguals |
| Summary: | 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. |
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