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Referències

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  • O’Leary, M. (2020). Classroom Observation. A guide to effective observation of teaching and learning (2n edition). Routledge.

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  • Sider, S. (2019). Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption. International Journal of Mentoring and Coaching in Education, 8(1), 37-51. https:// doi.org/10.1108/IJMCE-04-2018-0016

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  • Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756–773. https://doi.org/10.1080 /03075079.2014.950954

  • Tezcan-Unal, B. (2018). Action research on a collegial model of peer observations. Educational Action Research, 26(4), 641–654. https://doi.org/10.1080/09650792.2017.1358199

  • Thomson, K., Bell, A., i Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher education research & development, 34(5), 1060-1062. https://doi.org/10.1080/07294360.2015.1034349

  • Torres, A. C., Lopes, A., Valente, J. M.  S., i Mouraz, A. (2017). What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education, 22(7), 822–838. https://doi.org/10.1080/13562517.2017.1301907

  • Verástegui, M., i González, P. (2019). Pensadero de maestros: Una dinámica docente de práctica reflexiva. Profesorado. Revista de Currículum y Formación de Profesorado, 23(4), 152–173. https://doi.org/10.30827/profesorado.v23i4.11715

  • Walker, R. (2015). Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange. European Journal of Open, Distance and E-Learning, 18(1), 34–51. https://doi.org/10.1515/eurodl-2015-0003

  • Walker, R., i Forbes, D. (2018). Cross-institutional peer observation by online tutors: Sharing practice “outside the family.” Innovations in Education and Teaching International, 55(3), 285–293. https://doi.org/10.1080/14703297.2017.1281751

 

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