Tired of teaching observations? A case study of one approach with a focus on communication and collaboration.

Abstract

Peer observation of teaching within Higher Education is well-established across the sector with a range of models used and many studies confirm its value in supporting the professional development of staff. This article outlines the experiences of a group of staff from a northern university who had reached the stage of feeling that peer observation was not contributing to their teaching development. Working with an external consultant and a designated ‘buddy’ an agreed schedule of observations took place that focused on the communication aspects (teacher immediacy) of their teaching. Through a qualitative approach the views of the staff involved were explored over a 12 month period. The findings showed that a focus on teacher immediacy factors and collaborating with a buddy supported individuals in developing teaching approaches plus re-energised their view on peer observation. This work has resulted in the production of a university resource to support staff in exploring and developing their own teaching and that of others through peer observation.