Engaging the Power of Peer Observation
Kate Cassada2017
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Abstract
This experience has been amazing and should be a part of professional development each year," said one participant. What is "this experience" referenced above? It is the simple strategy of creating conversation, community, and reflection among teachers through informal, yet purposeful, peer observation. This is the story of one graduate school class' experience with the power of peer observation.
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This paper describes the implementation of a peer observation program at the University of Victoria called the Lecture Club. The observers are not interactive …
apps.medialab.uwindsor.ca
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Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students' engagement is also suggested.
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Observing Teaching: A Lens for Self-reflection
Journal of Perspectives in Applied Academic Practice, 2014
Peer observation is often an unpopular form of professional development amongst faculty. Some of the reasons for this attitude are practical and logistical difficulties in organisation, possible threat to professionalism and uncertainty of aims and processes. However, peer observation with a specific focus on learning can be an essential form of professional development amongst faculty in a higher education institution. This paper describes a peer observation programme which took place at an English language medium university in the Gulf. Results suggest that teachers found peer observations provided learning opportunities and affective benefits and impacted positively on teaching.
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