Peer observation of teaching

Twelve tips for peer observation of teaching

by Diana Jonas-Dwyer

Ethics in higher education research

by Christa Jacenyik-Trawoger

Many educational researchers have experienced challenges in obtaining ethics approval. This article explores some of... more Many educational researchers have experienced challenges in obtaining ethics approval. This article explores some of the reasons why this is the case, looking specifically at the participatory action research methodology. The authors’ experience of seeking ethics approval for a project intended to introduce peer review as an enhancement process is described. Initially, ethics clearance was denied. Details are provided of the iterative process that ultimately resulted in ethics approval, with particular reference to the differing views regarding the concepts of ‘coercion’ and ‘confidentiality’.

Peer Observation – a case for doing it online.

by Shirley Bennett

2008. Teaching in Higher Education, 13 (5), pp.559-570. (Co-Authored with Donatella Barp)

Peer observation is increasingly a feature of higher education (HE) practice. We argue that the principal drivers of... more Peer observation is increasingly a feature of higher education (HE) practice. We argue that the principal drivers of quality assurance and professional development apply online as offline, given the growing importance of e-learning and related teacher development needs. Currently, discussion is largely restricted to traditional classroom-based contexts but this is non-tenable in the current climate of HE. The challenges and opportunities presented online add a particular colour to emerging issues concerning the nature of 'observation', the role of the 'observer' and factors influencing the effectiveness of peer observation. Paradoxically, the flexibility of the online medium also raises questions and forces decisions that we need not address face-to-face. Challenges include what is observable online, how the observation process is managed and structured online and how the experience relates to expectations. As online and blended learning continue to expand new peer observation guidelines will need to reflect such issues.

A window on my teaching practice: enhancing individual online teaching quality though online peer observation and support. A case study.

by Shirley Bennett

2009. Nurse Education in Practice, 9. pp.403-6 (Co-authored with Julie Santy)

This article provides a practical exploration of the conduct and outcomes a case study in which the process of peer... more This article provides a practical exploration of the conduct and outcomes a case study in which the process of peer observation in online learning and teaching is articulated and shown to be relevant to the enhancement of online learning and teaching in health and other educational contexts. Copious literature on the subject of peer observation and a small body about online peer observation suggests a variety of different approaches which lend themselves to the complexities of health education settings. The practical example described here was conducted in the UK. The authors, lecturers from two different departments in the same university, shared the new experience of online peer observation. Following face-to-face discussion of areas we wished each other to explore we undertook a documented review of a specific aspect of each others’ chosen learning activities. This led to further peer-support and discussion. The paper is illustrated with examples of our review and the discussion which followed which we hope will illuminate the process for other practitioners as well as stimulate research and further debate and discussion.

The benefits of peer observation of teaching for tutor development

by Amani Bell

Co-authored with Rosina Mladenovic
Higher Education (2008) 55(6): 735-752.

Peer observation partnerships can help teachers improve their teaching practice, transform their educational... more Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005). This paper describes the peer observation model used in the tutor development program in the Faculty of Economics and Business at the University of Sydney, and reports on the effectiveness of this exercise using quantitative and qualitative data from five sources. Results from 32 peer observations reveal both the common strengths and the areas in which tutors need to develop their teaching practice. Ninety four percent of participants found the exercise valuable and 88% said that they would change their teaching as a result of the exercise. This model can be applied in academic development programs in any discipline and suggestions for augmentation and improvement are provided.

Supporting the reflective practice of tutors: what do tutors reflect on?

by Amani Bell

Co-authored with Rosina Mladenovic and Reuben Segara
Teaching in Higher Education (2010) 15(1): 57-70

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection... more Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors’ reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka et al. (2005) to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (33% of comments). Tutors also wrote about the affective aspects of the exercise and the majority of such comments were positive. Most tutors reflected in a holistic way about their teaching, noting the importance of getting the technical aspects right while also being concerned about pedagogical matters and issues beyond the classroom. The exercise was an effective way to prompt tutors to reflect on their teaching and helped tutors articulate and formalise their learning from the peer observation activity. Suggestions for further exploration of the reflective practice of tutors are provided.

"Discussion" in a Faculty Office

by Aaron Barlow

Peer Observation of Teaching Guidelines

by Catherine Bovill

… practice: a programme of peer observation and feedback for academic teaching …

by maureen bell

Peer Observation of Teaching In Australia

by maureen bell

Higher Education Academy (2002). Learning and Teaching Support Network. http://www.heacademy.ac.uk/resources/detail/resource_database/id28_Peer_Observation_of_Teaching_in_Australia

There appears to be a general view amongst Australian higher education developers that peer observation of teaching is... more There appears to be a general view amongst Australian higher education developers that peer observation of teaching is an extremely effective form of teaching development. Informal peer observation takes place in various departments and collegial groups, however most available information about the Australian experience is in respect to the activities of educational development units. Courses in higher education for academic staff are provided by educational development units at most Australian universities, sometimes as a probationary requirement and often at Graduate Certificate level. Some of these courses involve peer observation of teaching either as a requirement or an option. In a number of universities staff are encouraged to undertake peer review which might include observation and some educational development units provide their own guidelines and checklists.

Peer observation of teaching: Engineering new skills and collegiality

by maureen bell

Cooper, P. & Bell, M. (2009). Proceedings of the 20th Annual Conference for the Australasian Association for Engineering Education (AAEE): Engineering the Curriculum (pp. 924-930). Australia: AAEE.

Academics in a school of engineering at the University of Wollongong participated in a peer observation of teaching... more Academics in a school of engineering at the University of Wollongong participated in a peer observation of teaching pilot program using a partnership approach. All participants subsequently completed a questionnaire and were interviewed
about the characteristics and effectiveness of the program. The average time spent by the academics participating was approximately 5 hours. Participants’ evaluation of the program was overwhelmingly positive with outcomes including development of skills, ideas for teaching and giving feedback, and increased confidence. The development of collegiality within the peer observation partnership groups and the school was an especially strong outcome. All participants requested some kind of follow-up in the next semester or in the following year. Recommendations for similar programs in Engineering faculties and schools are provided.