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An Investigation into the Use of Peer Observation as a Tool for Professional Development and an Aid to Developing a Professional Evaluative Culture Among Associate Lecturers

The idea for this scholarship project stemmed from the search for alternative routes of professional development which can be offered to Associate Lecturers (tutors).  The recent changes in teaching practice following the introduction of the group tuition policy in 2016 brought a shift not only in the pedagogy of online teaching, but most importantly, a move to teaching collaboratively in clusters.  While tutors have to a large degree adapted to these changes and can now see some benefit to working collaboratively, there has been less opportunity for them to reflect more generally on their own teaching practice and to get constructive feedback on how to approach online tuition.  

In order to explore the potential of peer observation (PO) as a route of professional development, the collaborative model of peer observation was chosen as the most suitable for the set objectives. Active engagement of the participating tutors and cocreation of the PO process were key elements of the project. Working in pairs tutors were asked to design and tailor the framework of PO to their individual needs and to trial a series of peer observations by attending online tutorials taking on the roles of observers and observees.   The project was evaluated qualitatively using semi structured interviews and a focus group. Thematic analysis of the transcripts identified the following outcomes. 

Consistent themes in relation to the evaluation of PO experience and its value for professional development and needs of tutors (gains for tutors and students): 

  • Sharing of good practice

  • Improvement of the quality and consistency of online teaching 

  • Building confidence in online tuition  

  • Development of reflective practice

  • Enhanced student learning experience

  • The development of a community of practice

  • Increased collegiality and a sense of belonging 

Consistent themes in relation to what makes PO successful (process, requirements and risks): 

  • Trust

  • Peer centered

  • Process and Timescale

  • Roles of observer and observee

  • Use of term ‘observation’  

  • Recognition of AL workload 

Next steps: 

In conclusion, the project outcomes validate the initial claim that peer observation has a potential to be offered to tutors as an alternative route for professional development. It was noted that sufficient time allocation for this activity/staff development would be crucial for tutor take up of the peer observation process.  Peer observation would be most effective when enough time and planning for trust-based observation and feedback were accounted for. The team are interested in the possibility of rolling out PO for further trials. For example, it could be offered as a part of the Induction for new tutors or there could be further trials in disciplines or within the same region or cluster.