Reflecting on reflective practices within peer observation

• Published in: Studies in higher education (Dorchester-on-Thames) Vol. 30; no. 2; pp. 213 - 224
• Main Authors: Hammersley-Fletcher, Linda, Orsmond, Paul
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor and Francis Ltd 01-04-2005; Taylor & Francis Group Journals; Taylor & Francis Ltd
• Subjects: Classroom Observation Techniques; Foreign Countries; Higher education; Interviews; Learning; Observation; Peer Evaluation; Peer review; Professional Development; Reflective Teaching; Structured Interviews; Teaching; United Kingdom; United Kingdom; United Kingdom > UK
• ISSN: 0307-5079; 1470-174X
• DOI: 10.1080/03075070500043358

Peer Observation of Teaching is one process employed within higher education establishments in Britain that can be instrumental in developing the reflective practices of professional lecturers. It is a means of making the focus and purpose of reflection more explicit and effective through allowing academics to consider their roles as professional educators, and to seek and engage in relevant developmental processes as a consequence. In so doing, peer observation becomes key in attempting to define the quality of learning and teaching within an institution. This paper reports on peer observation practices in one post-1992 university. It utilises data from semi-structured interviews with lecturers, and identifies the need for peers to be more aware of what reflective practices involve. In addition, it identifies a need for using reflection to open up wider academic debate in order to develop more meaningful learning environments for students to work in.