Peer observation as a transformatory tool?1

    Research output: Contribution to journalArticle

    59 Citations (Scopus)

    Abstract

    This article is an account of my search for professional identity as a new university lecturer through the use of the peer observation of teaching (POT) techniques. Through a synthesis of selected theoretical literature, associated critical reflection, and my own experiences of professional development through POT, the paper presents a conceptual framework for POT that accommodates both technical development, critical know-how in the classroom, and personal growth and change. The paper argues that an instrumental interpretation of POT is not sufficient to enhance teacher performance in the classroom. Rather, learning about teaching, and heightening a sense of professionalism stems from a continuous process of transforming personal meaning. This demands an active engagement with pedagogical theory, purposeful critical reflection on classroom practice, and a challenging of assumptions through shared critical reflection.
    Original languageEnglish
    Pages (from-to)489-504
    Number of pages16
    JournalTeaching in Higher Education
    Volume10
    Issue number4
    DOIs
    Publication statusPublished - Oct 2005

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    Teaching
    classroom
    critical theory
    technical development
    know how
    university teacher
    interpretation
    university
    teacher
    learning
    performance
    experience
    literature
    professionalism

    Cite this

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    title = "Peer observation as a transformatory tool?1",
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    Peer observation as a transformatory tool?1. / Peel, Deborah.

    In: Teaching in Higher Education, Vol. 10, No. 4, 10.2005, p. 489-504.

    Research output: Contribution to journalArticle

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    AB - This article is an account of my search for professional identity as a new university lecturer through the use of the peer observation of teaching (POT) techniques. Through a synthesis of selected theoretical literature, associated critical reflection, and my own experiences of professional development through POT, the paper presents a conceptual framework for POT that accommodates both technical development, critical know-how in the classroom, and personal growth and change. The paper argues that an instrumental interpretation of POT is not sufficient to enhance teacher performance in the classroom. Rather, learning about teaching, and heightening a sense of professionalism stems from a continuous process of transforming personal meaning. This demands an active engagement with pedagogical theory, purposeful critical reflection on classroom practice, and a challenging of assumptions through shared critical reflection.

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