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What is the goal of this group?

The goal of this group is to practice peer observation (of teaching) to become a better teacher

How do I know when I can possibly observe?

By following us.

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Peer observation

What is peer observation?

Peer observation (of teaching) is the observation of a teaching session, after which this session is used as a shared experience to be discussed as equals.

This follows the 'Peer review model' from [Gosling, 2002], below:

Characteristic Peer Review Model
Who does it and to whom? Teachers observe each other
Purpose Analysis, discussion, wider experience of teaching methods
Outcome Non-judgemental, constructive feedback
Relationship of observer to observed Equality/mutuality
Confidentiality Between observer and the observed
Judgement Non-judgemental, constructive feedback
What is observed? Teaching performance, class, learning materials
Who benefits? Mutual between peers
Conditions for success Teaching is valued, discussed
Risks Complacency, conservatism, unfocused

How does a peer observation work?

For the peer observation of one teaching session, there are three contact moments:

flowchart TD
    pre-meeting --> observation --> post-meeting

To make a peer observation a pleasant experience, these are some recommendations, from [Siddiqui et al., 2007]:

Tip Title, from [Siddiqui et al., 2007]
1 Choose the observer carefully
2 Set aside time for the peer observation
3 Clarify expectations
4 Familiarise yourself with the course
5 Select the instrument wisely
6 Include students
7 Be objective
8 Resist the urge to compare with your own teaching style
9 Do not intervene
10 Follow the general principles for feedback
11 Respect confidentiality
12 Make it a learning experience

Here are the phases combined with the recommendations from [Siddiqui et al., 2007] combined:

flowchart TD
  subgraph schedule[Schedule]
    tip_1[1. Choose the observer carefully]
    tip_4[4. Familiarise yourself with the course]
    tip_5[5. Select the instrument wisely]
  end
  subgraph pre-meeting[Pre-meeting]
    tip_2[2. Set aside time for the peer observation]
    tip_3[3. Clarify expectations]
    tip_11[11. Respect confidentiality]
  end
  subgraph observation[Observation]
    tip_6[6. Include students]
    tip_9[9. Do not intervene]
  end
  subgraph post-meeting[Post-meeting]
    tip_7[7. Be objective]
    tip_8[8. Resist the urge to compare with your own teaching style]
    tip_10[10. Follow the general principles for feedback]
    tip_12[12. Make it a learning experience]
  end
  schedule --> pre-meeting --> observation --> post-meeting

Why is peer observation important?

  • Peer observation of teaching is one of the two most important ways to grow as a teacher [Lowyck and Verloop, 1995].
  • Peer observation of teaching is thé tool of choice to support the educational development of university teachers [Bélisle and Fernandez, 2024]
  • in professional teacher development in universities, peer observation of teaching is one of the few things valued among university teachers [Smith and Wyness, 2025]

How important are peer observations compared to other activities?

  • It is among the two most important ways to grow as a teaching (the other being self-reflection) [Lowyck and Verloop, 1995].
  • It is the one tool of choice to support the educational development of university teachers [Bélisle and Fernandez, 2024]
  • It is one of the few things valued among university teachers as a professional teacher development activity [Smith and Wyness, 2025]
  • On their own, workshops are not enough to actually grow as a teacher [Steinert et al., 2016]
  • There is no evidence that feedback from learners improves teaching [Kember et al., 2002]

References

  • [Bélisle and Fernandez, 2024] Bélisle, Marilou, Valérie Jean, and Nicolas Fernandez. "The educational development of university teachers: mapping the landscape." Frontiers in Education. Vol. 9. Frontiers Media SA, 2024.
  • [Kember et al., 2002] Kember, David, Doris YP Leung, and KyP Kwan. "Does the use of student feedback questionnaires improve the overall quality of teaching?." Assessment & Evaluation in Higher Education 27.5 (2002): 411-425.
  • [Lowyck and Verloop, 1995] Lowyck, Joost, and Nico Verloop. Onderwijskunde: een kennisbasis voor professionals. Wolters-Noordhoff, 1995.
  • [Siddiqui et al., 2007] Siddiqui, Zarrin Seema, Diana Jonas-Dwyer, and Sandra E. Carr. "Twelve tips for peer observation of teaching." Medical teacher 29.4 (2007): 297-300.
  • [Smith and Wyness, 2025] Smith, Bethany, and Lynne Wyness. "What makes professional teacher development in universities effective? Lessons from an international systematised review." Professional Development in Education 51.7 (2025): 1550-1572. DOI
  • [Steinert et al., 2016] Steinert, Yvonne, et al. "A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40." Medical teacher 38.8 (2016): 769-786.