Enhancing teacher education practice through professional learning conversations

  • Schuck S
  • Aubusson P
  • Buchanan J
  • 1


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


The paper discusses the value of peer observation followed by professional learning conversations for the professional development of teacher educators. The authors analyse their shared learning experiences and articulate what challenged them in these experiences. They discuss the ways in which their perceptions of this process differed or were similar. The grounding of the experience in a context of trust and professional relationship was seen as an essential part of the learning process. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.

Author-supplied keywords

  • community
  • peer observation

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in


  • S Schuck

  • P Aubusson

  • J Buchanan

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free