Date of Award
Summer 7-31-2024
Degree Type
Dissertation
Degree Name
Ed.D. in Teacher Leadership
Department
Bagwell College of Education - Department of Educational Leadership
Committee Chair/First Advisor
Jen Wells
Second Advisor
Cathey Goodgame
Third Advisor
Beth Marks
Abstract
This qualitative case study involved a sample of middle school teachers participating in a cross-curricular peer observation of teaching (POT) program. The study aimed to explore the experiences of these teachers in the POT program, focusing on its impact on teaching pedagogy and partner relationships. Data collection methods included a demographic questionnaire, writing prompts, feedback forms, observation of feedback meetings, interviews, and a researcher journal. The findings demonstrated that cross-curricular peer observations are perceived as an effective form of professional development among this group of middle school teachers, benefiting both the observer and the observed. Participants acquired and implemented new teaching strategies through observing their peers, engaged in reflection and feedback, and experienced increased self-efficacy. Observation cycles emphasized student-centered learning and a desire for cross-curricular integration. Additionally, new relationships were formed among participants and existing relationships were strengthened through collaboration and professional dialogue. The findings from this study have implications for promoting student-centered learning, enhancing cross-curricular integration, strengthening individual and collective efficacy, and fostering cohesion and coherence in middle schools.
Keywords: peer observation of teaching (POT), cross-curricular, middle school, teacher pedagogy, teacher relationships
Included in
Educational Leadership Commons, Educational Methods Commons, Secondary Education Commons
Comments
Graduate College Doctoral Award-Teacher Leadership