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Peer learning partnerships: A qualit...

Teachers College, Columbia University.

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Peer learning partnerships: A qualitative case study of teaching partners' professional development efforts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Peer learning partnerships: A qualitative case study of teaching partners' professional development efforts./
作者:	Eisen, Mary-Jane.
面頁冊數:	249 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2451.
Contained By:	Dissertation Abstracts International60-07A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9939486
ISBN:	9780599408227

Peer learning partnerships: A qualitative case study of teaching partners' professional development efforts.
Eisen, Mary-Jane.

Peer learning partnerships: A qualitative case study of teaching partners' professional development efforts. - 249 p.

Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2451.

Thesis (Ed.D.)--Teachers College, Columbia University, 1999.

This qualitative case study examined the role of peer learning partnerships in professional development. Peer learning partnerships involve a basic reciprocal helping relationship that promises to foster bi-directional learning among/between partners. Since such dyadic or group partnerships usually occur incidentally, they are often unrecognized and, thus, under-researched.

ISBN: 9780599408227Subjects--Topical Terms:

1018008
Education, Community College.

Peer learning partnerships: A qualitative case study of teaching partners' professional development efforts.
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500 $a Sponsor: Philip Fey.
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520 $a This qualitative case study examined the role of peer learning partnerships in professional development. Peer learning partnerships involve a basic reciprocal helping relationship that promises to foster bi-directional learning among/between partners. Since such dyadic or group partnerships usually occur incidentally, they are often unrecognized and, thus, under-researched.
520 $a The purpose of this study was to develop an in-depth understanding of the peer learning partnership process by eliciting learning partners' first-hand perceptions of the process. To this end the researcher gathered and analyzed the spoken and written words of twenty college faculty, who had participated in formalized, dyadic peer learning relationships through a faculty development initiative, the Teaching Partners Program of the Connecticut Community-Technical College system. In addition to in-depth interviews with these Teaching Partners, their semester-end reports and their written critical incident recollections, documentary data about the program and its setting were examined closely.
520 $a The study's findings pointed to conclusions in four principal areas: the overall value of peer learning partnerships, their benefits, their barriers, and ways to enhance them. Peer learning partnerships were found to be of value particularly for self-directed professionals, who desire cost-effective, experiential, participant-driven development opportunities (in contrast to novices and poor performers, who are more likely to benefit from uni-directional models such as classroom teaching or one-to-one mentoring or tutoring). Key benefits include affirming participants; promoting their critical reflectivity; and providing practice in context-specific classroom research methods to advance teaching effectiveness. Process barriers include power imbalances that may occur even between peers; faculty's prevailing apprehension about peer review within the classroom; and skill deficiencies in receiving, not only giving, constructively critical feedback. Ways to enhance peer learning partnerships include recognizing power issues between peers and consciously fostering reciprocity and mutual respect; balancing programmatic flexibility with structure in order to honor professionals' dual needs for autonomy and discipline; and providing training in critical thinking and receiving/inviting feedback.
520 $a Included are recommendations for the program that served as the study's context; for the field of adult education, specifically faculty/professional development and future research; and for the group dissertation advisement process in which the researcher participated.
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