Peer observation of teaching: enhancing academic engagement for new participants

Abstract

This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and focused in-depth pre- and post-observation interviews. Key themes which emerged included effective peer relationships, enhanced teaching and academic engagement. It is recommended that a successful peer observation system aimed particularly at novices should be voluntary, involving peer self-selection and mutual trust and collaboration between participants. An effective and tailored peer observation system should also lead to enhanced teaching and learning which is both valued by faculty and formally recognised by university management.

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