Reciprocal Peer Observation: Collaborative Knowledge Building Between Teachers

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Abstract

This paper focuses on the feedback interaction between teachers that take part in reciprocal peer observation. Firstly, it aims to classify feedback sessions as monologic or interactive. Secondly, it aims to analyze the discourse moves associated with collaborative knowledge building. Out of 400 voluntary in-service teachers that participated, the first aim is based on the 273 audios that were received, and a random, representative subsample of 94 audios was used for the second aim. Results show that almost 80% of the feedback sessions are interactive rather than monologic. Focusing on interactive sessions, discourse moves that are related to collaborative knowledge building are significantly more frequent than those that are not. Implications for research and practice are discussed.

Authors

• Jesús Ribosa, Universitat Autònoma de Barcelona

• Marta Flores, Universitat Autònoma de Barcelona

• David Duran Gisbert, Universitat Autonoma de Barcelona