School Transitions: How Can The Peer Observation Contribute To Understanding This Process?

Author(s):

Daniela Pinto(presenting / submitting)Amélia Lopes Ana Mouraz

Conference:

ECER 2016

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES C 11, Studies on Education

Paper Session

Time:

2016-08-22

11:00-12:30

Room:

OB-E2.14

Chair:

Jani Petri Ursin

Contribution

School transitions have been considered by several authors as one of the main challenges in the educational system (Bedolla, 2010; Sousa, Lopes & Ferreira, 2013; Torres & Mouraz, 2015), because in moments of transition between educational levels school failure is accentuated (Lopes, 2005). Several factors contribute to this phenomenon - social, psychological, sociological and educational. However, research in this area have focused mainly on the influence of psychological and sociological factors in the transition process and the pedagogical and curricular aspects have been less studied. Some studies have highlighted the importance of the teacher's role in the transition between educational levels (Wit, Kariola & Rye, 2010; Torenbeek, Jansen & Hofman, 2011). The distance in teacher-students relationship, for example, is described as greater along the educational levels and is viewed as an obstacle for the adaptation of the students (Wit, Karioja & Rye, 2010). With this example, we can understand that there are factors related to teachers and their practices that can influence the adaptation of students in different educational levels. We propose, in this study, to identify these factors and understand how they affect the school transition.

The importance of these factors, lead us to reflect about articulation strategies between teachers and educational institutions. The peer observation in classroom between teachers from different educational levels can be a privileged way of the articulation between teachers and educational institutions of different levels. In the Portuguese context, the programs of peer observation in classroom have developed, particularly in higher education (e.g. Mouraz, Lopes & Ferreira, 2013; Vieira, 2014; Neto, Carvalho & Williams, 2011). The effects of these programs seem to be multiple and have an impact at several levels. Peel (2005) argues that the effects of these programs may have a double impact: in self-concept of teachers and in institutional practices. Similarly, Pêgo et al. (2013) recognize the importance of peer observation, not only for pedagogical change, but also as development of reflection with other colleagues. In the study by Hendry et al. (2013), it was found that almost all the participants tried something new in their teaching practice. In addition, peer observation programs seem to coincide in identifying changes and innovations in the pedagogical and institutional practices. Recognizing the advantages and potential of the peer observation to increase the knowledge and reflection on the pedagogical and curricular practices, we can understand their potential relevance in building bridges between educational levels.

The main aim of this research project is to study how the peer observation in classroom between teachers of different educational levels can contribute to facilitate the school transitions, particularly between secondary education and higher education. We intend to explore how the pedagogical factors influence, positively or negatively, the school transitions, through the study of a program with these characteristics. To find answers to this overall aim, we will explore the following specific objectives: a) identify similarities and differences between the teaching methods used in secondary education and in higher education; b) analyse the perceptions of teachers about the differences and similarities between the teaching practices in secondary education and in higher education and their influence in the transition process and c) identify the potential of peer observation between teachers of different educational levels for the institutional dynamics.

Method

This research is an exploratory study, focused on a peer observation program between secondary education and higher education teachers implemented between the University of Porto and secondary schools. The observations were organized in a symmetric and voluntarily way, according to the disciplinary areas of participants. During the observation, the observers complete the observation form, describing the characteristics of the class in different pedagogical dimensions, using a Likert scale at five levels (1-poor and 5-strong). After the observation process, the teachers make a joint reflection about the class, following an observation scheme similar to that proposed by Mouraz, Lopes & Ferreira (2013). The synthesis of the main ideas of joint reflection is also registered in the observation form. The analysis of the observation forms allowed the identification of the characteristics of teaching methods used in secondary education and in higher education and the factors that teachers gave greater relevance in the joint reflection. The quantitative data from the observation forms will be analysed by statistical analysis, using the SPSS program. The qualitative data will be analysed by content analysis (Sousa, 2005). By the end of the observation process, teachers were asked to identify strengths and weaknesses of the program. This was a first way to describe the impact of teachers’ participation in inter-level peer observation process. These data were the basis for this communication. Later in the study, we will deepen the analysis, by applying other methods. To understand the perspectives of teachers of secondary education and higher education about the difficulties of articulation between the two levels, individual interviews with teachers of both levels will be carried out (Creswell, 2012). For the analyse the perceptions of students about the differences and similarities between the teaching practices in secondary education and in higher education and its influence in the transition process, a questionnaire to the participant students in the first year of higher education will be used.

Expected Outcomes

The analysis will focus the pedagogical dimensions the secondary and higher education teachers give value in their comments. This analysis stemmed from their view as observers and helped to increase knowledge about the similarities and differences between teaching practices in both educational levels. Results will show some differences between the pedagogical practices in secondary education and in higher education. This knowledge is essential to understand which practices could be hampering the transition process. Teachers’ views will stress the strengths and weaknesses of the peer observation project. This knowledge is essential to understand the impact of peer observation for improvement the articulation between educational levels.

References

Bedolla, L. G. (2010): Good Ideas Are Not Enough: Considering the Politics Underlying Students´ Postsecondary Transitions, Journal Transitions, Journal of Education for Students Placed at risk, 15:1-2, 9-26. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education. Hendry, G., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19(4), 318-329. Lopes, M. C. (2005). Transições e pontos críticos das trajectórias de escolaridade: estudo de caso em seis escolas secundárias da grande Lisboa. Interacções, 1, 5575. Mouraz, A.; Lopes, A. & Ferreira, J. M. (2013) Higher education challenges to teaching practices: perspectives drawn from a multidisciplinary peer observation of teaching program. In International Journal of Advanced Research, 1 (6), 377-386. Neto, P.; Carvalho, I. & Williams, B. (2011) keeping them involved encouraging and monitoring student activity. Journal of Technical Education and Training, 3, 2, 3343. Peel, D. (2005). Peer observation as a transformatory tool? Teaching in Higher Education, 10 (4), 489504. Pêgo, J.P., Ferreira, J. M., Mouraz, A. & Lopes, A. (2013). Peer Observation of Teaching at U. Porto: A multidisplinary approach to peer observation of teaching. 2013 1st International Conference of the Portuguese Society for Engineering Education (Cispee). (pp. 1-6). Porto: IEEE. Sousa, A. B. (2005) Investigação em Educação. Lisboa: Livros Horizonte. Sousa, R.; Lopes, A. & Ferreira, E. (2013) La transición y el proceso de adaptación a la Educación Superior: un estudio con estudiantes de una escuela de enfermería y de una escuela de educación. In Revista de Docencia Universitária, 11(3), 403-422. Torenbeek, M.; Jansen, E. P. W. A. & Hofman, A. W. H. (2011) How is the approach to teaching at secondary school related to first-year university achievement?, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 22:4, 351-370. Torres, A. C. & Mouraz, A. (2015) Students’ transition experience in the 10th year of schooling: Perceptions that contribute to improving the quality of schools. Improving Schools, 19, 1–15. Vieira, F. (2014) Para uma mudança profunda da qualidade da pedagogia na universidade. In Revista de Docencia Universitaria, 12 (2), 2339. Wit, D. J., Karioja, K. & Rye, B. J. (2010) Student perceptions of diminished teacher and classmate support following the transition to high school: are they related to declining attendance?, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 21:4, 451-472.

Author Information

Daniela Pinto (presenting / submitting)

Faculty of Psychology and Educational Sciences, University of Porto

CIIE - Center for Research and Intervention in Education

Porto

Amélia Lopes

Faculty of Psychology and Education Sciences, University of Porto, Portugal

Ana Mouraz