Κατεύθυνση Πολιτική και Διοίκηση της Εκπαίδευσης
Library of the School of Philosophy

2021-09-29

2021

Tsiotsika Magdalini

Γεώργιος Πασιάς, Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών
Γεώργιος Παπακωνσταντίνου, Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών
Δημήτριος Φωτεινός, Αναπληρωτής Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών

Αξιολόγηση ομοτέχνων και επαγγελματική ανάπτυξη εκπαιδευτικών: Απόψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης ειδικής αγωγής

Greek
English

Peer evaluation as a factor of teachers' development: Views of special education nedds (sen) teachers' of primary education

Abstract
In the modern era, societies are characterized by financial turbulence and social instability, requiring individuals
to acquire new skills and abilities so as to respond and adapt to the new labor market data. Teachers, whose
multifaceted role is pivotal in the way society progresses, are assessed over the "quality of their knowledge" and
the way it is imparted to students. As a result of these changes, the recent educational ‘discourse' is looking for
ways to ensure the quality of the knowledge provided, bringing to the fore concepts such as teaching quality
assessment and teacher improvement, putting the school context at the core of the changes, within an autonomous
management framework. Peer evaluation is an innovative practice, a dynamic and informal collaborative process
between colleagues, in which peer teaching evaluation, feedback and reflection promote trust, sharing of
experiences, enrich teachers' knowledge and improve teaching practices. Its experiential aspect is contributory to
teacher growth, transforming teachers into lifelong learners and the school into a learning organisation.
The purpose of this paper was to study the views of teachers on peer evaluation. More specifically, this paper
explores how the skills and culture of cooperation and reflection are fostered, and how these factors contribute to
teacher development through peer teaching observation. The research involves special education teachers (ΠE71
and ΠE70.50), having experience in integration classes or learning support assistance in primary school. A total
of 132 teachers from Attica prefecture participated in this study, completing a 22-question questionnaire which
was the data collection tool of this research.
The results of the research showed that teachers believe that peer teaching observation is a method that helps gain
new knowledge, improves teaching and fosters a relationship of trust between colleagues through honest dialogue
and communication. In addition, it fosters a culture of collaboration and collaborative learning in school that helps
special education teachers fulfill their multifaceted role. Finally, reflection is cultivated through feedback during
post-teaching conferences following peer teaching observation, contributing to the formation of the reflective
teacher who is continuously improving and growing as a professional.

Education - Sport science

Key-words: peer evaluation, peer teaching observation, collaboration, reflection, professional developmen

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https://pergamos.lib.uoa.gr/uoa/dl/object/2959872