peer observation as a tool for professional development for university teachers
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Peer observation as a tool for professional development for university teachers. Pedamessut – Pedagogical seminar 18.5.2011 Matti Lappalainen, TY, ok.utu.fi Tove Forslund, ÅA, www.abo.fi/personal/en/larcentret , www.abo.fi/personal/en/kurskatalog. “Peer observation of teaching” (PoT) - PowerPoint PPT PresentationTRANSCRIPT
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Peer observation as a tool for professional development for university
teachers
Pedamessut – Pedagogical seminar 18.5.2011
Matti Lappalainen, TY, ok.utu.fiTove Forslund, ÅA, www.abo.fi/personal/en/larcentret, www.abo.fi/personal/en/kurskatalog
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• “Peer observation of teaching” (PoT)
• “Collegial feedback”
• “Shadowing”
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• Different meanings for “peer” (Gosling):– managers, – members of evaluating bodies, – Colleagues from other institutions– Colleagues from own department– Or other peers…
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3 models of POT
- evaluation model– for promotion– for performance related pay/salary– by managers
• developmental model– for development– by educational developers or expert teachers
• peer review model– for development– by teachers themselves, they observe each other
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The characteristics of peer observationThe phases of POT
- pre-observation: guidelines
- observation
- after: discussion
Integration to other forms of development- independent development method or- a part of a professional development
programme
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• ”Skuggning” / ”Shadowing”– Informal, but structured
• registration by a given deadline• teachers taking part are divided into pairs
– as heterogenous pairs as possible > form not content in foucs
• group evaluation (lunch seminar)• the observers’ role
– Pariticipants’ feedback• Learn even more from observing than from being observed
– Teaching tips
• Reflective discussion about teaching in general• Quality management – on the teachers’ own terms
– Participants suggestions• Listed on the web: ”smörgåsbord” of teaching sessions that you
could take part in
Experiences at Åbo Akademi
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Training of observers
Instructions- structured - own wishes of the observed teacher
Observers- from other domain - from own department - educational developers?=> implications of the background of the observer to the process and the focus of observation?
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Participants– on voluntary basis (if not a part of a professional
development programme)The nature of the process: different possibilities– one-sided – mutual process: “You observe my teaching and I
yours”– a pair or a group, which visits each others
teaching and have a group discussion afterwards
– other options?
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Atmosphere– constructive, – development oriented, – supportative, – informal
Frequency– once– twice– more?
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Benefits of the POT (eg. Lappalainen 2003)
For observed teachers - feedback for developmentFor observer - reflection of own practicesFor both - modeling: how to use feedback
- in their own teaching - in professional development in own
departmentFor organization
- “Development for free” - An alternative for the model of solo-teacher, teacher in isolation
=> institutional learning
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What kind of a model of peer observation would you like to take part in?
•Would you be interested in this kind of professional development? (Why? Why not?)• As a part of a ”system” or just on your own together with a colleague?•(As part of a training programme or independently?)• Observers: from own department, outside, other experts?• How often?• How to promote, how to take in use?• What kind of difficulties, threats?• Other comments and questions?
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References:Gosling, D. 2002. Models of Peer Observation of Teachinghttp://www.heacademy.ac.uk/resources/detail/
resource_database/id200_Models_of_Peer_Observation_of_Teaching
Hammersley-Fletcher, L. and Orsmond, P. 2004. Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education, 29, 4, 489-503.
Lappalainen, M. 2003. Asiat selviksi KolPaKolla. Yliopistopedagoginen tiedotuslehti Peda-forum, 1/2003, 30.
Robinson, S. 2010. Peer observation of teaching: Barriers to successful implementation. Occasional Papers on Learning and Teaching at University of South Australia.www.unisa.edu.au/ltu/staff/progress/activities/occasional/.../Robinson.pdf