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Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided. 相似文献
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Steve Drew Liam Phelan Katherine Lindsay Angela Carbone Bella Ross Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929
Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. 相似文献
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Heather Dillon Carolyn James Tara Prestholdt Valerie Peterson Stephanie Salomone Eric Anctil 《Assessment & Evaluation in Higher Education》2020,45(3):387-400
AbstractFaculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching. 相似文献
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Jenny Byrne Hazel Brown Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228
Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system. 相似文献
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Marion Engin 《International Journal for Academic Development》2016,21(4):377-382
In this Reflection on Practice I argue the case for using the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating and designing peer observation programmes in higher education contexts. I suggest that for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching. Using a set of criteria to critique a current peer observation programme I account for its strengths and weaknesses and suggest a way forward for elevating the status of peer observation. 相似文献
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E. Jackson Baur 《College Teaching》2013,61(3):104-108
Abstract The use of peers in the evaluation of teaching is part of a larger trend in postsecondary education toward a more systematic assessment of classroom performance. Many scholars believe that certain aspects of teaching can be assessed only by classroom observation. This study examines the use that peer reviewers make of teaching products, especially peer observation reports, during the promotion and tenure review process. Results indicate that peer observation reports are seen as an important component in evaluating teaching effectiveness, though perhaps not the best indicator of effective teaching. Despite flaws in peer observation instruments, the results from classroom observation are seen as valid and are used in deliberations about faculty teaching performance. 相似文献
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同伴互助听课是建立在听课基础上的又不等同于传统听课的活动,它是以教师专业发展为目的的听课。对教师专业发展具有重要的促进作用。在教师专业发展视野下的同伴互助听课的实施应从听课的计划与准备、课堂听课、信息反馈及重构教学理念四个基本环节出发,实现教师之间的合作与经验的共享,加强反思来创新教育理念,精练教学技能,促进专业成长,提高教学水平。 相似文献
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同行评价:美国中小学教育评价的重要方式 总被引：7，自引：0，他引：7
同行评价是美国中小学开展教学评价所采取的一种重要方式,能够实现教师在评价中的民主参与,促进全体教师的专业发展,提高教学评价结果的信誉程度。同行评价过程包括教师评价员的选择与培训、课堂教学观察、教学档案袋审阅、教师同伴讨论等重要环节。为在我国中小学有效地实施同行评价,学校应当健全制度保障,为评价人员提供有利的支持条件,同时,评价双方要坚持诚信原则。 相似文献
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《Journal of Further & Higher Education》2012,36(2):219-228
Peer observation has become a feature of university practice over the last decade, the primary impetus for its introduction being the political drive to raise teaching quality via the development and sharing of ‘good practice’. Peer observation within higher education (HE) involves observing colleagues in the classroom and has the further aim of supporting continuing professional development (CPD) through peer learning. This article is based upon a research study of a typical observation scheme as introduced within a new university prior to a quality review. It is underpinned by the deconstruction of the university's observation documentation and focuses upon the experience of a teaching observation trio taking part in this formal peer observation process over a 2‐year period, before and after a Quality Assurance Agency (QAA) subject review. The deconstruction of the university's documentation, combined with the actual experience of the observation trio studied, reveals issues of politics, power and pragmatics. A managerial discourse emerges with emphasis on compliance by lecturing staff and with an economic underpinning not actually supported by resources. Pre‐QAA, the observation trio complied with the management's requirements for record keeping but the process of peer observation opened up learning and development opportunities for them as individuals. Post‐QAA the trio members became focused primarily on their own objectives. Although management had sought control, the individuals involved developed and pursued their own, shared agenda of professional development. 相似文献
10.
An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics’ teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic peer observers, students, and reflections on practice. Collating multiple perspectives on multiple instances of observed teaching a focused analysis is undertaken to provide an insight into development opportunities for a teaching culture and context. The investigation was undertaken in response to organizational needs in an increasingly competitive higher education sector where strong quality statements around teaching and learning outcomes are a matter of importance for organizational success. This paper will be of interest to academic developers and leaders in quality enhancement in higher education. 相似文献
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美国大学的教师教学评价主要由学生评价、教师自我评价、系主任评价和同行评价等方式组成。同行观察是同行评价的主要方式。本文以美国德克萨斯大学同行观察为例,介绍了美国大学教师评价中的同行观察的内容、形式和工具,总结了同行观察的特点,讨论了有效进行同行观察的注意事项。 相似文献
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Bill Gransden 《Educational Action Research》2013,21(1):19-32
In this article, I reflect on the events and experiences that occurred during (and after) my studies for a Diploma in Teacher Education. The elements required for the award of Diploma included a professional development journal, a number of peer teaching observations and an action research project. At an early stage, I selected vaguely ‘peer teaching observation’ as the topic for my research. As the course progressed my journal began to contain an increasing amount of material relating to the teaching observations and finally the three components – journal, teaching observations and research project merged into one. Through a process of progressive focusing, the project was clarified and came to be about my role in the observation. I was surprised to find it became a very personal examination of myself in order that I could understand more fully the process of teaching observation. In the end, almost everything else diminished compared to the insights I gained about myself. I concluded that, for myself, perhaps a direct critical self-examination was too threatening and potentially painful to endure. However, by looking at myself as an observer of teaching then the very objectivity that was potentially so safe turned out to allow me to reflect on myself as a person. To become a reflective practitioner is not easy, yet the process can be intellectually engaging. 相似文献
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Dallas Wingrove Linda Hammersley-Fletcher Angela Clarke Andrea Chester 《British Journal of Educational Studies》2018,66(3):365-381
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. 相似文献
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教师自我评价是教育评价的一个重要组成部分,教师如何有效地实施自我评价还缺乏必要的策略指导。在反思性教学中,教师从本人视角、学生视角及同事观察的策略能有效地进行反思性自我评价;自我评价过程中还需注意科学性与人文性相结合。教师在自我反思,自我评价过程中实现自我专业的发展。 相似文献
17.
Holly Smith 《Teaching in Higher Education》2013,18(6):747-754
This article examines the possibility of a ‘Teaching Assessment Exercise’ and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in developing valid and reliable teaching quality indices from SET and POT are critically reviewed. The difficulties of using such data for academic performance management are discussed, focusing on the tensions between using such data both formatively for professional development and summatively for decisions about employment. 相似文献
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Huann-shyang Lin Zuway-R Hong Kuay-keng Yang Sung-Tao Lee 《International Journal of Science Education》2013,35(18):3095-3116
This study investigates the impact of collaborative reflections on teachers’ inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues’ teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers’ on-site visit comments worked as a catalytic agent for their professional development. 相似文献
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Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia. 相似文献