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Adaptive Teaching: Non-subject-specific peer review
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study is situated within the framework of inclusion and special educational needs and disability (ISEND) in mainstream secondary education. It explores the role of adaptive teaching approaches and peer review among teachers as a means to enhance professional development and improve teaching practices.
Aims: The primary objective of the research is to assess the efficacy of non-subject-specific peer observations in gauging adaptive teaching methodologies. It seeks to identify how such observations contribute to the professional growth of educators by allowing them to learn from one another's expertise in different subject areas.
Methods: The research employs an action research cycle divided into two cycles. The first cycle focuses on planning, executing, and reviewing methodologies that inform the research question. Ethical consent was obtained for data publication, and systematic observations were made during the peer review process, facilitating an understanding of the various adaptive teaching strategies employed in the classroom.
Findings: Teachers reported that observing outside their subject area helped them concentrate on how lessons were delivered and how accessible they were to learners. This approach reduced fixation on curriculum content and encouraged reflection on adaptive strategies such as scaffolding.
Implications: Other educators may draw lessons from this study regarding the benefits of engaging in non-subject-specific peer review as part of their professional development. The practice not only enhances teachers' adaptability but also promotes a culture of continuous improvement in teaching strategies, ultimately leading to enriched classroom experiences for students with special educational needs and disabilities.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), secondary school, adaptive teaching, language, peer review