This paper explores how cross-institutional Peer Observation of
Teaching (PoT) provided a stru ctured opportunity for professional
conversations by which observers and observees shared and developed their perspectives on teaching experience and skills. Such
professional conversations offer opportunities for both parties to
gain a perspective on practices that may have been taken for
granted. Participants from three Higher Education institutions
engaged in cross-disciplinary and cross-institutional PoT, followed
by facilitated reflective conversations. This paper captures the factors for success that enabled continuing conversations on teaching
and learning and highlights the value of supporting such conversations outside formal, uni-institutional peer observation
programmes.
Metadata
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
word; cross-disciplinary; cross-institutional; peer observation; professional
dialogue; reflective practice