Teaching TRIOs: Using Peer Observation to Initiate Department Change

Bleiler-Baxter, Sarah K.; Hart, James B.; Wanner, O P Sister Cecilia Anne

doi:10.1080/10511970.2020.1772918

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…Finally, it is worth mentioning that, in line with the literature review [41][42][43], this observation experience proved to have a greater impact on the teachers playing the role of observer-in a strange environment and having the opportunity to absorb different pedagogical practices-rather than as the subject of observation, despite peer feedback. Nevertheless, a recent survey-based study that used a similar approach revealed that faculty members value the qualities of good teaching, agree that the peer review process should be required, and agree that peer reviewers should have several years of teaching experience [54].…”

Section: Discussionmentioning

confidence: 55%

“…Several studies have updated this topic, revealing that peer observation is a valid methodology, not only in several teaching cycles [35] but also, most importantly, in different disciplinary areas [36,37] and latitudes [38][39][40]. It has been reported that the success of the observational experience relies on elements such as session time, confidentiality, and clear and constructive feedback on what was observed [41], or even the reciprocity, inclusion, and operability of the observation [42]. Importantly, it should also be noted that this professional exercise should focus less on the observed and more on the observer's active self-development [43].…”

Section: Introductionmentioning

confidence: 99%

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Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

2021

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Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use as a tool for development beyond teaching skills has not been explored deeply, nor the best practices described. Therefore, the objective of this study was to compare quantitative with qualitative peer observation, as well as to investigate the role of interdisciplinarity in the observation process. The present study results from experimental observation work carried out by four professors of higher education. Veterinary science, social work, pharmaceutical sciences, and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the initial observation techniques were explored and applied, and the intention was to share good practices and pedagogical improvements through peer support. This study reports the experience of building an observation grid and its application, as well as the lessons learned during the observation experience. The aim was to evaluate whether the constructive criticism was focused on the pedagogical practices rather than on the content, which can be useful in understanding if the learning objectives are being attained, from the teacher’s point of view. As such, we employed and assessed peer observation as a constructive, developmental process for higher education teachers from different fields of knowledge. The study concludes that feedback by peers is essential for the development of professional practice in higher education teaching, with the experience of qualitative observation being a fundamental path for teacher self-reflection in the search for their own authenticity. It further supports the notion that interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a constructive way to improve course content and delivery, and, ultimately, to reinforce good teaching.

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Section: Discussionmentioning

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

2021

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“…Isso inclui tempo adequado para sessões de observação, garantindo que haja espaço suficiente para uma observação minuciosa e reflexão adicional. Além disso, a confidencialidade é essencial para criar um ambiente de confiança e abertura entre os colegas envolvidos (Bleiler-Baxter et al, 2020). Feedback claro e construtivo é outro aspeto crucial, pois oferece orientações específicas para melhorar práticas observadas.…”

Section: Resultsunclassified

Observação inspirada em revisão por pares

Lopes,

Sanches

2024

Ibersid

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Este trabalho examina a convergência entre a observação de pares na docência no ensino superior e o processo de revisão por pares na publicação científica. Realizámos um estudo preliminar para analisar as estratégias utilizadas por professores do ensino superior ao avaliar práticas de ensino, por meio da observação, e comparámos esses resultados com o rigor da revisão por pares no contexto da publicação científica. O objetivo central é comparar práticas de qualidade em dois ecossistemas distintos: o ambiente académico, onde colegas de ensino observam e avaliam métodos de ensino, e o campo da publicação científica, onde revisores por pares avaliam a qualidade e originalidade da investigação. Este estudo é baseado em uma revisão da literatura, enquadrando a análise em parâmetros descritivos. Os resultados mostram semelhanças na importância da reflexão crítica e análise rigorosa, evidenciando uma convergência nas perceções dos participantes sobre a necessidade de feedback construtivo e orientação específica para promover o desenvolvimento profissional. Ambos os processos contribuem significativamente para a qualidade e o progresso nas suas respetivas esferas, destacando a importância de práticas eficazes de avaliação em ambientes académicos e científicos.

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Teaching TRIOs: Using Peer Observation to Initiate Department Change

Cited by 2 publications

References 12 publications

Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

Observação inspirada em revisão por pares

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