Being observed by a peer and discussing practice together is one way in which we can reflect on and enhance our teaching. Peer Observation of Teaching is, therefore, a process that is dialogic; scholarly, as we draw out and on pedagogic evidence; and, consistent with professional learning (Bell and Mladenovic, 2008).
These affordances are experienced by both observer and observed. The opportunity to observe and be observed is formative and developmental. Feedback is a necessary component in learning, and, observing a colleague teach introduces new ideas to apply in one’s own context (Hendry & Oliver, 2012). Peer Observation of Teaching is, therefore, CPD for professional practice.
To be effective in this regard, the approach to Peer Observation needs to be reflective, focused, and result in clear journey outcomes. It is crucial, therefore, that the process is based on collegiality, trust, integrity, academic freedom and mutual respect as colleagues work to the shared aim of fostering reflection and critical discussion about teaching and learning in Higher Education (Wingrove et al., 2018). It is a process and experience of "peer observation partnerships" (Bell, 2005).
A second shared aim of Peer Observation of Teaching is that it raises the profile and standing of teaching and learning within institutions (Wingrove et al, 2018). Out of the process, practice can be showcased and celebrated; it can stimulate pedagogic discussions in teams; create a basis for action research; and/or practice developments can be the focus of subsequent observations.
Information and resources below support you in Peer Observation of Teaching at Queen Mary.