Using teaching observations to reflect upon and improve teaching practice in higher education

Abstract

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.