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There is a variety of approaches to peer observation and development of teaching. Each of these approaches offers value in the wider goal of promoting academic development and the quality of teaching and learning. The approach may be formal or informal, structured or semi-structured, and it may involve a close colleague, a whole team of staff, a programme coordinator, or a specialist teaching consultant.
Ideally the approach adopted to peer observation and development should be consistent with the intended purpose, and at Massey we strongly advocate a formative partnership model. Such a model, which builds on the Peer Assistance and Review of Teaching (PART) Framework, is based on the premise that there are significant benefits of being supported by other colleagues and peer observation is a valuable way of helping both novice and experienced academic staff to progress in their own teaching development.
There is no strict formula to peer observation and if you would like further information, and example templates, then please contact a teaching consultant in your local campus Centre for Teaching and Learning or the Student Engagement and Evaluation Unit.
Bell, M. (2012). HERDSA guide: Peer observation partnerships in higher education. Milperra, NSW: Higher Education Research and Development Society of Australasia.
Race, P. (2009). Using peer observation to enhance teaching. Leeds Metropolitan University.
Page authorised by Director National Centre for Teaching and Learning
Last updated on Tuesday 16 August 2016
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