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Abstract
Teachers are too rarely supported in investing in the shared inquiry, embedded professional learning, and collaborative culture building that peer observation cycles facilitate. But teachers can disrupt these patterns by opening their doors to colleagues and engaging with them in critical reflection, dialogue, and shared innovation. In this article, the author reveals how a group of aspiring teacher leaders initially resist conducting peer observations, a required assessment in a master’s course, and how this same group is won over after they have experienced the value of the practice.
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