4494444
doi
10.5281/zenodo.4494444
oai:zenodo.org:4494444
Buckley, Karen
Dublin City University
Lincoln, Angela
Dublin City University
Peer Observation of Teaching: Can Peer Observation of Teaching Enhance Professional Development Practices within Higher Education? A Literature Scoping Review
O'Riordan, Fiona
Dublin City University
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
peer observation
professional development
collegial relations
<p><strong>The purpose of this scoping review is to explore what the literature says about the use of peer observation in higher education. It examines the practice and process of peer observation as a professional development tool for academics teaching in higher education; looking at whether it enhances and facilitates collegiate relationships and self-reflection, which in turn leads to enhanced teaching, learning, and assessment practices. This scoping review focuses on the use of peer observations, rather than peer evaluations, the distinction between these approaches hinges on the difference between the ethos of the process. Peer observation is voluntary, confidential, and bidirectional (i.e. situated peer observation) between the peer observers and observee. Hence the review is bounded by a definition of peer observation of teaching (POT) as a formative professional development tool reliant on the participants voluntarily engaging in the process with the explicit purpose of advancing their professional practice. Unlike peer evaluations and reviews where the feedback is used to evaluate practice, peer observation of teaching is a process that is most successful when pursued as part of a collaborative, voluntary professional development programme that encourages ongoing dialogue among teaching professionals.</strong></p>
Zenodo
2021-02-02
info:eu-repo/semantics/article
4494443
1616669749.141127
4440231
md5:813609ce28f32b33d613c51c94589db8
https://zenodo.org/records/4494444/files/Peer_Observation_of_Teaching__Can_Peer_Observation_of_Teaching_Enhance_Professional_Development_Practices_within_Higher_Education.pdf
public
10.5281/zenodo.4494443
isVersionOf
doi