Reflective peer observations of university teaching: A Canadian case study

Author:

Kanuka Heather, ,Sadowski Cheryl,

Abstract

The purpose of this investigation was to gain insights on facilitating a peer observation process that supports constructive feedback for continued development of effective teaching practices. The findings from this Canadian case study reveal that peer observation feedback are of value for the observed (which is well documented in the research) as well as the observer. Benefits for the observers have tended to be under-investigated and/or under-reported in the literature with respect to (1) fostering collegial relationships and (2) observing a peer whose teaching practices are unfamiliar. The findings in this study also indicate that the integration of an external observer who does scholarship in teaching and learning can provide knowledgeable feedback about pedagogical theory and course development, resulting in the reflective discussion and feedback being enhanced.

Publisher

Office of the Academic Executive Director, University of Tasmania

Subject

Education

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Was meinst du eigentlich, wenn du von ‹Feedback› sprichst?;MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung;2023-11-29

2. Peer-ing in: A systematic review and framework of peer review of teaching in higher education;Teaching and Teacher Education;2023-10

3. Enhancing Teaching and Learning through Peer Observation: An Indian Case Study;Education Research International;2022-02-22

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