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Teacher Professional Development: Collaborative Culture, Contrived Collegiality?

Powerful Essays
Teacher professional development:
Collaborative Culture, Contrived Collegiality, and the case of Peer Observation of Teaching
Introduction
School-based teacher collaboration and collegiality has become one of the commonplaces of modern educational research (Datnow, 2011; Hargreavas, 1994; Hargreavas & Dawe, 1990; Lavie, 2006; Little, 1990; Wallace, 1998). Among various continuous collegial interaction, Little (1985) shed light on the usefulness of peer observation of teaching (POT) as it focuses on actual classroom performance and exposes the teaching reality to the scrutiny of peers. Indeed, literatures manifest strong evidence acknowledging the value of POT for teacher professional development. (Bell & Mladenovic, 2008; Singh & Shifflette,
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While collegial conversation can take many forms, Palmer (1998) contends that peer observation is perhaps the most powerful yet challenging mode collegial involvement as the only one way to understand good teaching in its many guises “ is called being there (p. 143).” Similarly, Bell & Mladenovic (2008) argue that peer observation is conducive to teaching development by allowing practitioners to reflect critically on their teaching through planned observation, discussion and analysis with…show more content…
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