Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development
作者： Amani Bell , Rosina Mladenovic
DOI: 10.1080/13562517.2014.945163
关键词: Faculty development 、 Curriculum 、 Psychology 、 TUTOR 、 Pedagogy 、 Context effect 、 Situated 、 Professional development 、 Situated learning 、 Reflective practice
摘要: Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation teaching activities on using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice conceptual expansion, in order identify changes practice. Tutors reported that is an effective activity encouraged reflection and, for some, resulted expansion lasting change teaching. found aspect important factor, as it enabled them observe how other tutors supported their students' engagement with discipline-specific curriculum. Recommendations future research are provided.
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