UWA Staff

Peer observation of teaching

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Peel, D
Peer observation as a transformatory tool
in Teaching in Higher Education, Vol. 10, No. 4, October 2005, pp. 489/504

The paper argues that an instrumental interpretation of POT is not sufficient to enhance teacher performance in the classroom. Rather, learning about teaching, and heightening a sense of professionalism stems from a continuous process of transforming personal meaning

This demands an active engagement with pedagogical theory, purposeful critical reflection on classroom practice, and a challenging of assumptions through shared critical reflection.

Good teaching is essential to the success of our students.

Peer observation of teaching sessions is gaining attention in universities around the world.

The objective is to develop excellent learning opportunities for students, by using feedback from colleagues who are themselves involved in similar teaching situations.

Feedback from students is already a routine aspect of academic life. SPOT and SURF are well established and they provide valuable feedback to teachers.

Peer observation of teaching will add an expert level of feedback and may also provide material for teaching portfolios and applications for promotion.

The model for our Faculty is based on a formative process, which involves several colleagues working together to develop methods of good teaching practice.

Peer review has been a feature of the research and publication aspects of university life for many years, so it is consistent that teaching should also be peer reviewed.