Resultats

Recerca 2021-2024

A centres de primària i secundària de Catalunya i de les Illes Balears.

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Informe de síntesi dels resultats finals

Informe

En aquest document, trobareu una síntesi gràfica dels resultats de la recerca, organitzats en impacte en les percepcions docents, resistències, proximitat professional, construcció conjunta de coneixement, feedback i millora de la pràctica.

Acte de presentació de resultats: Recull fotogràfic

Recull fotogràfic de l’acte de presentació de resultats que tingué lloc l’1 de juny del 2024, a Rosa Sensat (Barcelona).

Articles

Corcelles, M.; Miquel., E. i Duran, D. (2023). Percepciones de los docentes sobre la observación recíproca entre iguales / Teachers' perceptions of Reciprocal Peer Observation. Revista de Educación, 402, 237-266. https://doi.org/10.4438/1988-592X-RE-2023-402-601

Enllaç

En la última década, ha habido un creciente interés en la observación entre iguales como mecanismo para el desarrollo profesional docente. A partir de una intervención basada en una observación recíproca de la enseñanza, los objetivos del presente estudio son: 1) examinar las percepciones de los docentes sobre la observación recíproca entre iguales; 2) analizar las diferencias que perciben los docentes cuando desempeñan los roles de observador y observado; 3) conocer cómo impacta la escritura del informe de post-observación y final en las percepciones del proceso de observación; y 4) identificar si después de la práctica de observación recíproca los docentes reducen su percepción inicial de resistencias hacia la observación entre iguales. Para ello, al finalizar la intervención se administró una encuesta a 224 docentes (137 de primaria y 87 de secundaria) de 15 escuelas públicas en España. Los resultados mostraron que la gran mayoría de los docentes tuvieron una percepción positiva de la observación recíproca ya que les ayudó a reflexionar sobre sus prácticas y las de sus compañeros. El análisis de las diferencias entre los roles de observador y de observado mostró que en el rol de observador los docentes valoraron identificar áreas para mejorar su práctica, y en el de observados, el feedback como oportunidad de mejora, evidenciando que la observación recíproca es una excelente oportunidad para el desarrollo profesional docente en ambos roles. Los resultados también subrayan la importancia de escribir informes para identificar objetivos de mejora de la práctica docente. Además, después de la intervención, los docentes indicaron una reducción de sus resistencias iniciales hacia la observación entre iguales, lo que muestra que un modelo colaborativo recíproco puede disminuir las emociones negativas que a menudo surgen ante esta práctica. Se sugieren recomendaciones para la implementación de esta práctica en la escuela.

Ribosa, J.; Corcelles, M.; Morodo, A. i Duran, D. (2023). Reducing teachers’ resistance to reciprocal peer observation. European Journal of Education. https://doi.org/10.1111/ejed.12606

Enllaç

Despite the evidence supporting reciprocal peer observation (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the variables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO intervention, 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 analyse 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 validated 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 properly trained, with additional variables moderating resistance towards being observed (i.e., gender, being part of the school management team, prior experience, school time arrangement). Thirdly, final resistance to both roles is moderated 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 generate are contingent on reducing teacher resistance.

Corcelles, M.; Sala, I.; Soler, M. i Duran, D. (2024). Impact of Reciprocal Peer Observation on teacher collaboration perception. British educational research journal. https://doi.org/10.1002/berj.3958.

Enllaç

This study aims to assess the effectiveness of reciprocal peer observation (RPO) as a form of professional collaboration among teachers in enhancing their perceptions of teacher collaboration within a school setting. The Teacher Collaboration Perceptions Questionnaire (TCPQ) was specifically designed and validated for this purpose, using exploratory factor analysis and confirmatory factor analysis. The study employed a longitudinal observational design, with 400 teachers in a pre/post-test study. The impact of RPO was examined on three dimensions related to professional collaboration: collaborative school culture, collective agency and teachers' attitudes towards collaboration. The results revealed that participants' perceptions of collaboration improved significantly after the implementation of RPO. The study confirms the utility of RPO as a professional collaborative practice that can foster changes in teachers' perceptions of the collaborative school culture, teachers' sense of collective agency and teachers' preference for collaboration over individual work. The study concludes with a discussion of its educational implications.

Ribosa, J.; Noguera, I.; Monguillot, M. i Duran, D. (2024). Teachers’ closeness of professional relationship and its role in learning perception after reciprocal peer observation. Teaching and Teacher Education, 140. https://doi.org/10.1016/j.tate.2024.104469.

Enllaç

La proximitat en la relació professional_CAT.png

Extant literature on reciprocal peer observation has reported teachers’ perception of positive effects on interpersonal relationships. However, pretest-posttest evidence is missing (first aim), and its role in teacher learning has not been examined (second aim). 364 teachers participated in this study. First, it provides pretest-posttest evidence of increased closeness of professional relationship, as well as exploratory teacher interpretations via group interviews. Educational stage might affect this increase. Second, it shows that, rather than initial closeness as a prerequisite, it is final closeness which significantly affects teacher learning perception. Statistical analyses also show the relevance of school time arrangement.

De la Iglesia, B., Forteza, D., i Duma, L. (2024). Peer feedback in teacher professional development: A systematic review. Revista Española de Pedagogía, 82 (288), 335-358.

https://doi.org/10.22550/10.22550/2174-0909.4044

Enllaç

The potential of professional collaboration as a mechanism for teacher professional development (TPD) lies in the feedback opportunities it offers. Although feedback itself has been extensively researched, most studies focus on the teacher-student relationship. In this sense, literature reviews have paid scant attention to teacher-teacher feedback in a symmetrical relationship and its impact on TPD. Consequently, 30 peer-reviewed empirical articles were selected from 2012 to 2022 in accordance with the PRISMA protocol. The process consisted of three phases: document search and evaluation using the VOSViewer tool; selection and filtering of documents according to the defined criteria, and document analysis. The results show that all research on teacher- teacher feedback concludes that it improves learning, the relationship between teaching partners and school climate. The main difficulty identified relates to teachers’ lack of skills in providing quality feedback. Few articles analysed the impact of feedback on teaching and learning methodologies(although all highlighted positive benefits) and even fewer studies analysed its impact on TPD. In turn, recommendations for improving research and practice in schools are proposed.

Miquel, E., Monguillot, M., Soler, M. i Duran, D. (2024). Reciprocal peer observation: a mechanism to identify professional learning goals. Education Inquiry, 1-17. https://doi.org/10.1080/20004508.2024.2370116

Enllaç

Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other’s practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: pre-observation meeting; observation and brief report by observee; feedback meeting; and reflective writing by observee with a learning goal. Using different instruments (post-observation report, audio recording of the feedback meeting, final reflective synthesis; evaluation questionnaire and group interviews), the study has shown that most teachers identified the learning goal in the three stages of the cycle, which allowed them to refine it based on their own reflections and those of the observer; and to make better use of the feedback. Consequently, this process has led to higher quality learning goals. However, these same teachers also formulate – to a lesser extent – lower quality goals. The study provides criteria to further guide reciprocal peer observation towards the improvement of teacher learning.

Flores, M., Sala, I., Ortiz, M, i Duran, D. (2024). Does reciprocal peer observation promote the transfer of learning to teaching practice?. Psychology in the Schools, 1-18. https://doi.org/10.1002/pits.23259

Enllaç

This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.

Comunicacions

De la Iglesia, B. (11-12 de març de 2022). Observación entre iguales como desarrollo profesional docente: hacia una cultura colaborativa en centros de primaria y secundaria. IV Jornades d’Innovació i Recerca Educativa: Educació basada en evidències. [comunicació]. Establint el pont entre la recerca i la pràctica educativa. IRIE (UIB).
Moreno, F., Llabrés, J. i Bauzà, A. (5-7 d'abril de 2022). La observación entre iguales como herramienta de formación del profesorado en la escuela inclusiva. XVIII Congreso Internacional y XXXVIII Jornadas de Universidades y Educación Inclusiva: “Educación inclusiva y praxis: caleidoscopio de oportunidades”. Universitat de les Illes Balears.
Flores, M., Duran, D., Corcelles, M., Miquel, E., Ribosa, J. (1 de juliol de 2022). Percepciones docentes en una práctica de observación entre iguales en enseñanza primaria y secundaria. [comunicació]. CIMIE 22. X Congreso Internacional Multidisciplinar de Investigación Educativa. Universitat de Barcelona.
Duran, D. (6 d'octubre de 2022). Observació entre iguals i Docència compartida. Jornades sobre Inclusió Educativa. Olot, Departament d’Educació. Invitada.
Miquel, E. Flores, M. Ribosa, J. i Duran, D. (2-3 de febrer de 2023). Reciprocal Peer Observation as a mechanism for teacher professioanl learning for inclusion. [comunicació]. I International Conference of Teachers Continous Eduation. ICTE 21. University of Aveiro. Portugal. Publicat a Madaleno, M. Pereira , M..E., Portugal, P. (2023). 1st International Conference of Teachers Continuous Education (ICTCE 23) - Inclusion and equity in education – achievements and challenges in the training of educators/teachers and other professionals - Book of Abstracts. 83-86. ISBN: 978-972-789-834-3. DOI: https://doi.org/10.48528/hsmy-bv71.
Forteza, D., Moreno, F., Llabrés, J. i de la Iglesia, B. (22-26 d'agost de 2023). Teachers’ peer feedback in basic education: A systematic review. EARLI, Thessaloniki, Grècia.
Miquel, E., Corcelles, M., Sala, I., Soler, M. i Duran, D. (22-26 d'agost de 2023). Impact of Reciprocal Peer Observation on Teachers Perception of Collaboration among Teachers [paper]. EARLI, Thessaloniki, Grècia.
Miquel, E., Flores, M., Morodo, A. i Duran, D. (22-26 d'agost de 2023). Joint knowledge construction during feedback interaction in Reciprocal Peer Observation [paper]. EARLI, Thessaloniki, Grècia.
Ribosa, J., Noguera, I., Monguillot, M. i de la Iglesia, B. (22-26 d'agost de 2023). Teachers’ closeness of professional relationships and learning in reciprocal peer observation [comunicació]. EARLI, Thessaloniki, Grècia.
De la Iglesia, B., Forteza, D., Moreno, F., Llabrés, J. i Duma, L. (8-10 de novembre de 2023). Feedback de qualitat per al desenvolupament professional docent: algunes aportacions a partir de la revisió sistemàtica. [comunicació]. Conferencia Internacional de Investigación en educación y V Jornadas de Investigación e Innovación educativa: Tejer redes frente a los desafíos de la educación. Palma de Mallorca. España. IRED'23 (uib.cat).
De la Iglesia, B. i Forteza, D, (14-15 de març de 2024). La observación y el feedback entre docentes como instrumento para la creación de culturas y prácticas más inclusivas en la escuela. XIX Congreso Internacional de Universidades y Educación Inclusiva. RUEI/INKLUNI. San Sebastián.
Forteza, D i Moreno, F. (14-15 de març de 2024). La observación entre iguales: una estrategia para potenciar prácticas inclusivas y el aprendizaje del alumnado. XIX Congreso Internacional de Universidades y Educación Inclusiva. RUEI/INKLUNI. San Sebastián.
Moreno-Tallón, F i Duma Dancai, L. (14-15 de març de 2024). Exploración de variables inclusivas en el proceso de observación y retroalimentación entre docentes. XIX Congreso Internacional de Universidades y Educación Inclusiva. RUEI/INKLUNI. San Sebastián.
Duran, D.; Flores, M. i Ribosa, J. (11-14 d’abril del 2024). Reciprocal Peer Observation: Collaborative Knowledge Building between Teachers. AERA 2024 Annual Meeting (American Education Research Association). Filadelfia (EUA).