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The benefits of peer observation of teaching for tutor development

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Abstract

Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005). This paper describes the peer observation model used in the tutor development program in the Faculty of Economics and Business at the University of Sydney, and reports on the effectiveness of this exercise using quantitative and qualitative data from five sources. Results from 32 peer observations reveal both the common strengths and the areas in which tutors need to develop their teaching practice. Ninety four percent of participants found the exercise valuable and 88% said that they would change their teaching as a result of the exercise. This model can be applied in academic development programs in any discipline and suggestions for augmentation and improvement are provided.

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Notes

  1. In other national contexts tutors are referred to as casual tutors, casual academics, teaching assistants, graduate teaching assistants, adjunct faculty, sessional staff and part-time tutors.

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Acknowledgements

We thank the tutors who participated in the exercise and generously provided their observation data and feedback. We also thank our colleague Dr. Gayle Morris from the University of Melbourne, with whom we had many fruitful discussions about the tutor development program. A teaching improvement grant from the University of Sydney supported part of this project. We are grateful to the anonymous reviewers of the paper for providing constructive feedback.

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Authors and Affiliations

  1. Faculty of Economics and Business, University of Sydney, Rm 389 Merewether Building (H04), Sydney, NSW, 2006, Australia

    Amani Bell & Rosina Mladenovic

Authors
  1. Amani Bell
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  2. Rosina Mladenovic
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Corresponding author

Correspondence to Amani Bell.

Appendix: Peer observation proforma ,

Adapted by Rosina Mladenovic, from The University of Sydney (2005) Institute of Teaching and Learning’s Tutorial Teaching Questionnaire.

The actual form provided was two pages long, this has been compressed to save space.

Appendix: Peer observation proforma ,

Tutor Development Program—Peer feedback Exercise

Faculty of Economics and Business, University of Sydney

Tutor’s Name————————Discipline————————

Peer Feedback provided by name————————Discipline————————

  1. 1.

    The aims, objectives and structure of the tutorial were clear (e.g. lesson plan/outline used).

  2. 2.

    The tutorial was well integrated with the rest of the course.

  3. 3.

    The tutor effectively managed the tutorial group interaction.

  4. 4.

    The tutor developed good rapport with the students and responded to their needs.

  5. 5.

    The tutor’s speech was easy to understand.

  6. 6.

    The tutor explained things well and the examples used helped the students to understand the topic.

  7. 7.

    The tutor encouraged students to actively participate in the tutorial.

  8. 8.

    The tutor’s feedback helped students to learn.

  9. 9.

    The tutor was enthusiastic about and interested in the topic.

  10. 10.

    The tutor asked for feedback on the tutorial from students.

  11. 11.

    Please list the three best things about the tutorial.

  12. 12.

    Please list three suggestions for improving the tutorial.

  13. 13.

    Comments on the lesson plan e.g. activities, structure and timing.

  14. 14.

    Have you found this to be a valuable exercise? Provide reasons for your answer.

  15. 15.

    How will you change your teaching practice as a result of this exercise?

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Bell, A., Mladenovic, R. The benefits of peer observation of teaching for tutor development. High Educ 55, 735–752 (2008). https://doi.org/10.1007/s10734-007-9093-1

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