Using teaching observations to reflect upon and improve teaching practice in higher education
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...
| Main Authors: | , |
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| Format: | Journal Article |
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Mack Center for Inquiry on Teaching and Learning and FACET Indiana University
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/47468 |
| _version_ | 1848757841660215296 |
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| author | Atkinson, Douglas Bolt, Susan |
| author_facet | Atkinson, Douglas Bolt, Susan |
| author_sort | Atkinson, Douglas |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T09:34:30Z |
| format | Journal Article |
| id | curtin-20.500.11937-47468 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:34:30Z |
| publishDate | 2010 |
| publisher | Mack Center for Inquiry on Teaching and Learning and FACET Indiana University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-474682017-01-30T15:33:36Z Using teaching observations to reflect upon and improve teaching practice in higher education Atkinson, Douglas Bolt, Susan peer observation teaching practice teaching observation university teaching 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. 2010 Journal Article http://hdl.handle.net/20.500.11937/47468 Mack Center for Inquiry on Teaching and Learning and FACET Indiana University restricted |
| spellingShingle | peer observation teaching practice teaching observation university teaching Atkinson, Douglas Bolt, Susan Using teaching observations to reflect upon and improve teaching practice in higher education |
| title | Using teaching observations to reflect upon and improve teaching practice in higher education |
| title_full | Using teaching observations to reflect upon and improve teaching practice in higher education |
| title_fullStr | Using teaching observations to reflect upon and improve teaching practice in higher education |
| title_full_unstemmed | Using teaching observations to reflect upon and improve teaching practice in higher education |
| title_short | Using teaching observations to reflect upon and improve teaching practice in higher education |
| title_sort | using teaching observations to reflect upon and improve teaching practice in higher education |
| topic | peer observation teaching practice teaching observation university teaching |
| url | http://hdl.handle.net/20.500.11937/47468 |