Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions

Abstract

This paper begins by reviewing some of the different models of third-party observation of university teaching that can be found in the literature. Having analysed these, it argues that*/ if 'peer' is taken to indicate equality of status*/ only one is genuinely a model of peer-observation. It proposes an alternative categorisation of third-party observations of teaching dependant on who controls the information generated by the process. A preferred six-dimensional model based on control by the person being observed of the data-flow, and other procedural aspects, is presented and explored. Evaluative comments, by university teachers who have undertaken the process, are presented to illustrate the benefits of adopting this model.

Liderazgo pedagógico en directores nóveles en Chile: Prácticas de observación de clases y retroalimentación a profesores

“…La observación en el aula y la retroalimentación se han convertido en prácticas de liderazgo pedagógico cada vez más comunes en varios sistemas educativos (Casabianca, McCaffrey, Gitomer, Bell, Hamre & Pianta, 2013;Ing & Montgomery, 2010;McMahon, Barrett & O'Neill, 2007;O'Leary, 2012;Peel, 2005;Taylor & Tyler, 2012). En un estudio realizado por la OCDE (2009) más del 70% de los profesores informaron que la observación en el aula era un aspecto importante en la evaluación de su desempeño.…”

“…Esto ha llevado a una preocupación por disminuir la subjetividad a través de la estandarización de instrumentos de observación, generando un sostenido aumento de consideraciones teóricas, enfoques y procedimientos de observación que buscan objetivar la observación en aula como proceso y herramienta (Cockburn, 2005;McMahon, Barrett & O'Neill, 2007;O'Leary, 2012). Para avanzar hacia la objetivación en distintos países se han desarrollado diversos sistemas de observación de aula.…”

Peer observation of teaching: A decoupled process

“…In the developmental model the POT process is typically decentralized as it tends to be detached from managerial performance appraisal mechanisms and formal career development processes. Rather responsibility for its application and the management of outcomes is typically devolved down from an institutional to an individual level (McMahon et al 2007). Yet the literature remains inconclusive as to if staff anxiety and disengagement with the process in these circumstances is a matter of personal choice and individual teaching philosophy, or is due to other factors, such as having to juggle teaching workloads and research and publication demands (Kell and Annetts 2009).…”

Moving out of their comfort zones: enhancing teaching practice in transnational education

“…Aspects of this approach would include four of the seven conceptions that Samuelowicz and Bain (2001) put forward: imparting information; transmitting knowledge which is structured by the lecturer; providing and facilitating understanding; and helping students develop expertise which they may need later in their jobs. McMahon, Barrett, and O'Neill (2007) maintain that this is actually the easier way of teaching, as students are expected passively to take in the information the lecturer offers in a presentation; according to Maclellan (2014), this traditional approach to teaching is still widespread. Despite the large body of research pointing to the effectiveness of a student-centred approach, lectures still tend to be common in higher education (Kember, 2009).…”