Peer Observation to Foster Teacher Self-Efficacy

• In Event: Teacher Learning Processes

Abstract

This qualitative descriptive study explored teachers’ perceptions of a peer observation structure, collegial visits (CVs), and CVs’ connection to teacher self-efficacy (TSE). The research question was: How do teachers perceive CVs, particularly with respect to their influence on TSE? Thirteen K-12 educators were interviewed individually or in a focus group. Utilizing social cognitive theory (SCT), four themes emerged: cultural drivers and effects of CVs, impact of formal and informal learning experiences on teachers, teachers' positive shift in opinions of CVs, and teachers’ increased TSE throughout CV implementation. Results demonstrated that CVs foster positive TSE beliefs.

Authors

• Bethany R. Mather, Grand Canyon University
  Presenting Author

• Jeremy D. Visone, Central Connecticut State University
  Presenting Author