Online peer observation: its value in teacher professional development, support and well-being

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This article discusses an online peer observation project conceived to enhance language-teacher positivity and creativity in synchronous virtual classrooms. Participants worked part-time at the UK’s Open University (OU) in a blended context and came from two different groups distant from each other and geographically dispersed within their own group. As a result of the project, participants perceived an increase in their confidence and greater willingness to experiment. They appreciated better how they fitted into the wider OU teaching community, built new professional friendships and flexible communities of practice, and developed a better understanding of how to progress their own self-development.

Keywords: community of practice; language-teacher development; online teaching; peer observation; teacher confidence

Document Type: Research Article


Affiliations: 1: Languages, Open University in the South West, Bristol, UK 2: Faculty of Education and Language Studies, Open University, Edinburgh, UK

Publication date: September 1, 2013

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