Using teaching observations to reflect upon and improve teaching practice in higher education
MetadataShow full item record
In order to improve teaching and learning within a faculty, an action research intervention involving peer observation of teaching staff via an expert was designed and implemented. A total of ten staff (including the first author) were observed over the year. The process consisted of observation at class, a written report, discussion between teacher and observer, and a group debrief. A follow-up written questionnaire was emailed to the ten participants and the qualitative responses were analyzed. Key findings for practice were: that staff recommended the process be continued; that it remain voluntary; that an external expert be retained; that the group processes were important; and that there be ongoing follow-up.
Showing items related by title, author, creator and subject.
Pelliccione, Lina (2001)Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for ...
Fung, Chi-yeung (2002)This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am ...
Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics educationAlsharif, Khalid Mohammed (2011)Reforming pedagogy in mathematics education has been the focus of numerous educational reforms around the world. Productive Pedagogies is a framework for reflection on teaching that aims at improving students’ intellectual ...