Was Moses Peer Observed? The Ten Commandments of Peer Observation of Teaching
Some university teachers have difficulties in engaging in peer observation of teaching. Much of the literature suggests that the main stumbling block is the threatening nature of a peer observing teaching practices. Others suggest that taking a punitive approach to peer observation runs counter to the developmental and collegial underpinnings that lie at the very heart of it and act as a significant disincentive to participation. This paper reviews the research on why at times peer observation suffers from a lack of engagement. Based on the author’s experience in introducing peer observation of teaching to a small and large academic unit in two Australian universities, it will set out the Ten Commandments of a developmental model that will lead proponents of it to successfully engage academic staff in the establishment and maintenance of peer observation of teaching.
KeywordsProfessional Development Teaching Practice Student Learning Outcome Academic Unit Discipline Area
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