Development of a formative peer observation protocol for STEM faculty reflection

Dillon, Heather; James, Carolyn; Prestholdt, Tara; Peterson, Valerie; Salomone, Stephanie; Anctil, Eric

doi:10.1080/02602938.2019.1645091

Cited by 21 publications

(13 citation statements)

References 25 publications

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“…Emotions are also brought out and can be dealt with via peer support mechanisms as these are central to the development of teaching practice as positive emotions, such as enjoyment, are related to the adoption of a student-focused, conceptual change approach to teaching (Trigwell 2009;Postareff and Lindblom-Ylänne 2011). Similarly, peer observation has been shown to be effective in developing confidence in university lecturers before now, (as also highlighted by the confidence model), but the process requires an established protocol that is agreed by all concerned for it to be beneficial in prompting meaningful reflection; if done properly, it may even sit comfortably alongside student evaluation as a truer account of lecturers' ability, skills and continual development as educators (Dillon et al 2020).…”

Section: Discussionmentioning

confidence: 99%

How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education

Chadha

2020

Res Sci Educ

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In this paper, science lecturers’ perspectives on how they authentically prepare to teach are explored, to establish how academic development practices can better support them. Science lecturers in higher education do not always feel comfortable engaging with pedagogical training initiatives, often finding the ideas presented confusing, non-transferable and of little benefit to them. Models of pedagogical training suit institutional requirements and the generic principles of teaching in higher education. However, it is more useful to establish science lecturers’ authentic preparation techniques and build academic practice models around these. At a research-intensive higher education institution (HEI) in the UK, a total of 64 science lecturers completed a 28-item survey about the authentic values, beliefs, and the practices that inform and support their preparation as teachers. The collated survey responses were analysed through a statistical package for social sciences (SPSS), and a linear regression model was produced for self-reported confidence (used as a proxy for preparedness). Initial results pointed to the importance of enjoyment, being innovative and experimental, and demonstrating a good grasp of content for developing confidence. Receiving advice from education-based experts was a negative contributor to the confidence model as was pedagogical training unless it was part of a wider offering. However informal, supportive, peer-to-peer dialogue is deemed beneficial, highlighting the significant role communities of practice play in authentic preparation.

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Section: Discussionmentioning

confidence: 99%

How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education

Chadha

2020

Res Sci Educ

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“…Since the assessment reports are written against a set of criteria determining the improvement of teaching performances (C. A. Jones, 2005), the review of assessment reports and the findings of the study will help the principal of a particular college decide whether the teachers can change their attitudinal and experimental improvement as well as get reflective necessary for enhancing teaching performances (Lange, 1990;Dillon et al, 2020).…”

Section: Step-5 Post-observation Meetingmentioning

confidence: 99%

Enhancing Performance of Teachers through Peer Observation

Paul¹

2021

IJAE.j.asia.edu

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The research purpose of achieving quality education is that enhancing teachers' performance is a must since it determines students' learning and academic achievement. On the other hand, peer observation (PO) is a practical tool used in a classroom where two peers work together and observe each other's teaching, and accordingly, the observer gives constructive feedback to the observed teacher, helping bring about positive changes in the instruction. Therefore, this paper seeks to explore the effectiveness of peer observation and formulate a framework for its implementation for improving the teaching performance of Bangladeshi college teachers. In this regard, the researcher used a secondary data analysis method in which around 75 papers, including journal articles, conference proceedings, and research reports of different authors and organizations, were studied, analyzed, and discussed in this paper. Besides, two more case studies in international contexts were elaborate to review. After analyzing the documents, the researcher divided the issue into several themes and sub-themes. The result found that the PO's implementation would enhance the teachers' performance, and consequently, the students' success would be augmented. Later, deliberating on different PO models, an implementation plan for PO in Bangladeshi colleges context was devised and developed.

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“…Peer Observation Protocol Training. Near the end of the summer, the faculty cohort came back together to be trained more formally on peer observation in general and on our formative protocol [8]. This workshop included an intentional deconstruction process that would address faculty fears of observation.…”

Section: Methodsmentioning

confidence: 99%

“…The REFLECT peer observation protocol was structured to enhance self-reflection and selfassessment of teaching, expose faculty to new EBIPs as they observe other practitioners, construct a support network among practitioners, and empower faculty to act as change agents on campus. The design process for the protocol is documented in detail by Dillon et al [8]. One important aspect of the protocol is the focus on specific "dimensions of teaching", allowing the faculty member observed to focus on just one aspect of instruction in a given observation, rather than a long list of best practices.…”

Section: Methodsmentioning

confidence: 99%