L’observation entre pairs comme dispositif de développement professionnel d’enseignantes à l’éducation préscolaire

Authors

  • Laury Bédard Université du Québec à Montréal
  • Annie Charron UQAM

Abstract

In an action research project involving 12 preschool teachers of 4 and 5-year-old children, a training and professional support program focusing on the quality of classroom interactions was implemented over two years. After the first year, the teachers showed interest in peer observation to improve their practices. The peer observation as a professional development approach involved the researcher, the observing teacher, and the observed teacher. It consisted of in-classroom observation, followed by an objective assessment of the observation and an interview. The overall objective was to identify the teachers' perceptions regarding peer observation as a professional development tool. The results demonstrate that peer observation is beneficial for teachers. This study will contribute to research on different observation models and provide recommendations to enhance this professional development approach.

Author Biographies

Laury Bédard, Université du Québec à Montréal

Étudiante au doctorat en éducation à l'Université du Québec à Montréal

Annie Charron, UQAM

Professeure au département de didactique de l'Université du Québec à Montréal

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Published

2023-12-19

Issue

Vol. 14 No. 2 (2023)

Section

Research Study/Recherche

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