This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among ...academics. A single case study was conducted to investigate academics' perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university. Data was collected through semi-structured interviews with individual participants and inductively thematically analysed . The findings show that reciprocal POT and collaborative discourse were perceived to nurture collegiality and collaboration between peers and facilitate their reflection and learning about teaching. Eight participants reported that POT made their peer relationships develop to a collegial relationship due to mutual trust and respect. However, there existed concerns in the peer relationship perceived by three other academics who did not develop collegiality. These findings suggest that to promote academics' willingness and quality engagement in POT, it is necessary to allow academics to decide on the peer dynamics that work for them. It is also crucial to develop a supportive, constructive, and collegial culture whereby academics value POT as a scholarship of teaching. Further research may need to examine the impacts of potential contextual factors in the implementation of POT.
Peer observations of teaching, POT, is a model for developing teachers to reflect on their teaching practice and discuss their ideas with colleagues. This article contributes to the knowledge of how ...peer observation of teaching can be used in a primary school as a model to develop teachers’ teaching practices, and highlights the challenges throughout the process. Semi-structured interviews were used for data collection and analyzed by a qualitative content analysis with a deductive approach. The results of the study confirm that peer observation of teaching is, in fact, a useful model for metacognitive improvement of teaching and learning for teachers, provided that some necessary conditions are met, for example transparency in the planning of the process, inclusion of teachers in the decision-making process, and training in the process of providing and receiving feedback.
Over recent decades, peer review of teaching has become an important mechanism for improving the quality of teaching in higher education. While there is considerable international research on peer ...review of teaching outcomes, these are not widely reported within Australian universities. This paper reports on a systematic review of published studies examining peer review of teaching characteristics that contribute to teaching development in Australian higher education. Following a search of peer reviewed literature published over three decades, 19 studies were included in the qualitative synthesis. A thematic synthesis revealed teaching development outcomes gained through peer review of teaching span factors at organisational (N = 16), program (N = 13) and individual (N = 4) levels. Organisational factors included disciplinary context, program sustainability, collegiality and leadership. Program factors included framework, program design, basis of participation, observation, feedback and reflective practice. Factors at the individual level included prior experience and participants' perceived development requirements. In addition to reporting on teaching development outcomes, some studies reported on enhanced student learning outcomes (N = 5). Improved reporting of program design in addition to validated tools to assess outcomes are required to better understand how peer review of teaching supports teaching development. The growth of peer review of teaching within Australian higher education presents an important opportunity to advance our understanding of practices influencing academic teaching development.
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article ...analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.
As the main facilitators of teaching and learning, faculty developers’ views as individuals and as members of their academic communities are essential to higher education research. Yet, developers’ ...perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored perceptions of a peer observation of teaching (PoT) program and its role in building a community of practice (CoP) amongst a nine-member team of faculty developers in a large university in Saudi Arabia. Participant data were collected through semi-structured interviews after two years of the program. A thematic content analysis of interview responses revealed four themes: 1) authentic collegiality and mutual communication improved through the shared experiences, which provided a foundation for the CoP; 2) participants’ perceptions of PoT shifted from an evaluative experience to a developmental one with noticeable challenges; 3) teaching and learning strategies and practices were enhanced from the observation experiences; and, 4) PoT contributed to building community through shared practice and/or sense of belonging. Implications of this study support explicit discussions about the foundation and underlying values of proposed PoT and related programs; a balanced, outcome-oriented yet still developmental program with follow-up opportunities; and, learner-centered and sustainable development that empowers a bilateral role and identity as both academician and faculty developer.
This paper discusses academics' perceptions of challenges during the implementation of peer observation of teaching (POT) for promoting teachers' reflection and teaching improvement. This qualitative ...case study involved 11 academics teaching English at a university in Vietnam. Data were analysed inductively and thematically. Several challenges were identified: limited learning from observing junior peer teaching and junior peers' feedback, uncritical feedback from peers without closeness, lack of sensitivity in giving feedback, and limited time for POT. These findings suggest that a strong peer relationship in a Confucian culture appears to be key for successful POT.
This paper discusses academics' perceptions of the use of teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) for promoting their reflection in ...the process of pedagogical reasoning. This constructivist qualitative case study involved 11 academics teaching English at a university in Vietnam. Data were collected through multiple data collection methods and analysed inductively and thematically. The findings suggested that the theoretical framework developed for this study helped explain the changes in academics' pedagogical reasoning, particularly reflection, leading to academics' new comprehension of practice, attempted changes to improve practice, enhanced self-efficacy, and improved collaboration and collegiality. Several challenges found during the implementation of the intervention suggested that contextual and cultural factors need considering in a revised framework for it to be successful.
Introduction
Well‐conducted peer observation of teaching (POT) programmes are effective in enhancing teaching quality and teacher development in higher education including healthcare teaching. This ...study evaluated POT's use in dental education and involved predominantly clinical dental educators working in a United Kingdom (UK) dental school and hospital. It aimed to (i) audit their engagement with POT, (ii) review the design(s) of POT in use, (iii) assess participant's perceived value of POT and (iv) explore ways that the existing programme could be enhanced to maximise its utility.
Method
Dental educators’ teaching role and experience, current engagement and experience of POT were explored using an anonymous mixed methodology questionnaire survey which was administered during 2016. Free‐text responses were subjected to thematic analysis to identify emerging themes.
Results
Of 65 surveys distributed, 57 (88%) completed surveys were returned. The majority of respondents reported that POT was a useful process which resulted in self‐perceived enhanced teaching quality. Choice of observer emerged as fundamental to POT's success. Despite recognising its utility, only 46% of the academic teaching faculty underwent POT during a 12‐month period. Utilisation of a reciprocal, “critical friends” approach was infrequent. A number of barriers to its regular and effective use emerged.
Conclusions
POT is an effective method for dental educator development through feedback and self‐reflection. Strategies to enhance the Dental Institute's POT programme are suggested. The quality of the POT process rather than its frequency is an important factor to consider. POT may be an effective developmental intervention for part‐time teachers.
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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