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dc.contributorUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna
dc.contributor.authorCorcelles-Seuba, Mariona
dc.contributor.authorSala Bars, Ingrid
dc.contributor.authorSoler, Mireia
dc.contributor.authorDuran, David
dc.date.accessioned2024-02-28T20:27:08Z
dc.date.available2024-02-28T20:27:08Z
dc.date.issued2024-01
dc.identifier.urihttp://hdl.handle.net/20.500.14342/3961
dc.description.abstractThis study aims to assess the effectiveness of recipro-cal 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 par-ticipants' perceptions of collaboration improved sig-nificantly after the implementation of RPO. The study confirms the utility of RPO as a professional col-laborative practice that can foster changes in teach-ers' 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.ca
dc.format.extent21ca
dc.language.isoengca
dc.publisherWiley. British Educational Research Associationca
dc.relation.ispartofBritish Educational Research Journal, 00, 1–21ca
dc.rights© L'autor/aca
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subject.otherCol·laboració entre professorsca
dc.subject.otherActitudca
dc.subject.otherObservació entre igualsca
dc.titleImpact of reciprocal peer observation on teacher collaboration perceptionsca
dc.typeinfo:eu-repo/semantics/articleca
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapca
dc.identifier.doihttps://doi.org/10.1002/berj.3958ca
dc.relation.projectIDinfo:eu-repo/grantAgreement/MCIN i AEI/PN I+D/PID2020-113719RB-100ca
dc.description.versioninfo:eu-repo/semantics/publishedVersionca


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