Open AccessReflective peer observations of university teaching: A Canadian case study
Author(s) -
Heather Kanuka,
Cheryl A Sadowski
Publication year - 2020
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.17.5.11
Subject(s) - peer feedback , constructive , peer evaluation , observer (physics) , scholarship , faculty development , psychology , teaching method , process (computing) , mathematics education , pedagogy , value (mathematics) , higher education , professional development , computer science , political science , physics , quantum mechanics , machine learning , law , operating system
The purpose of this investigation was to gain insights on facilitating a peer observation process that supports constructive feedback for continued development of effective teaching practices. The findings from this Canadian case study reveal that peer observation feedback are of value for the observed (which is well documented in the research) as well as the observer. Benefits for the observers have tended to be under-investigated and/or under-reported in the literature with respect to (1) fostering collegial relationships and (2) observing a peer whose teaching practices are unfamiliar. The findings in this study also indicate that the integration of an external observer who does scholarship in teaching and learning can provide knowledgeable feedback about pedagogical theory and course development, resulting in the reflective discussion and feedback being enhanced.