Peer observation of teaching is a key element of academic development that teaching staff at Aston are expected to undertake to continually develop their practice.
Lecturers can improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005), through peer observation partnerships.
There are benefits for the observer and the person being observed in terms of sharing of ideas in a supportive and constructive way.
These activities are also important in providing evidence for both Personal Development Reviews (Race, 2009) and promotion applications.
- A discussion prior to the observation, which includes an outline of the lesson plan, content and focus to the observation can be really helpful
- This is an opportunity for both parties to discuss what areas of practice they wish to focus their development on
- Observations should be discreet and have minimal impact on the teaching activity
- Post-observation discussion should take place privately, not during the observation
- Peer observation is a supportive process, which should seek engender trust, mutual enhancement and development of practice
Bell, M. (2005). Peer observation partnerships in higher education. NSW, Australia: Higher Education Research and Development Society of Australasia Inc.
Race, P. et al. (2009) Using peer observation to enhance teaching.Leeds Met Press.
Each School at Aston has its own Peer Observation Policy in place. Please click the links below to see the policy for your School.