October 16th, 2018
By Dr. Adibah Jamaluddin
Peer observation of teaching is defined as faculty peers observing their teaching colleagues to review the teaching process while identifying the opportunity to learn (Kohut et al., 2007). The observations include both verbal and non-verbal behaviors performed by both lecturer and students in a classroom. While normally used as a tool for performance evaluation, peer observation of teaching can also be used as a medium for learning development. As argued by Bell (2005), if conducted under supportive conditions, the outcome of peer observation of teaching can be an improvement in individual teaching practice, act as a transformation from an educational perspective and a development of collegiality.
Individual teaching practice is argued to have improved when observers offer constructive comments during a discussion of the observation session, highlighting what is lacking in their teaching session and provide suggestion on how to further improve their teaching delivery (Bell and Mladenovic, 2008). For example, in teaching a difficult topic or concept, providing a real-life example and elaborating how the concept is applied in a scenario (question) is a value-added knowledge. By acknowledging this as good practice and highlighting this during the feedback session, teaching colleagues, particularly the new ones are able to develop confidence in teaching (Cooper and Bell, 2009). The reason is, the feedback assures that their teaching practice is effective and there is room for improvement (Kohut et al., 2007). Particularly, lecturers are motivated to explore how to improve their teaching skills further.
However, searching for ways to improve teaching skills can be daunting as it involves experimenting it in class with the possibility of getting mixed outcomes. Using peer observation of teaching, observers contribute in the process by not only pointing out areas for improvement but offering suggestions on how to make teaching more effective (Bell and Mladenovic, 2008). Good practices, such as good class management, effective student engagement in class through discussion and coordinate lecture session are recommended, allowing teaching colleagues to internalize method suits their personality and may work in class. Concurrently, peer observation of teaching facilitates the process of identifying future training needs while at the same time inculcates a culture of continuous improvement thereby transforming educational perspective (Bell, 2005). Hence, peer observation of teaching has the potential to encourage self-growth among lecturers.
Meanwhile, most observers highly regard the process because it allows them to reflect on their own teaching and get new ideas on how they can innovate their teaching practice (Gosling, 2002; Cooper and Bell, 2009). For example, the input from observations allows observers to reflect on what they will do given the same situation, acknowledge various teaching styles and try to adapt best practice to improve their own teaching performance. The outcome can be shared during feedback sessions with teaching colleagues. Consequently, the practice helps in developing collegiality as it supports a supportive teaching environment (Siddiqui et al., 2007). Thus, peer observation of teaching helps in facilitating the process of reflective change or self-reflection.
Powerful as it may seem, peer observation of teaching is not flawless. The benefits may not crystallize if the exercise is used as a medium to judge under-performed teaching colleagues or to find fault, which normally occurs during the performance evaluation process (Gosling, 2002). The reason is, when judgement is made, such as giving marks, it reduces an opportunity to learn while at the same time can be seen as intrusive (Kohut et al., 2007). While the former is due to shifting an observer’s focus, the latter is true particularly if teaching colleagues are concerned about the objectivity of the observer and accuracy of the observers’ observation point. Therefore, maintaining the confidentiality of the observations notes is critical (Gosling, 2002). Generally, it is highly possible for the observers to make some judgements during observation. However, these thoughts should not be shared or discussed with colleagues for integrity and confidentiality purposes. Additionally, if the notes are to be used in any seminar or training session, information should be aggregated and anonymized. Only then, the limitation of peer observation of teaching can be addressed.
In conclusion, peer observation of teaching is a worthwhile and valuable practice for learning development. Peer observation of teaching will be more effective if it is conducted by multiple observers over multiple classrooms visits (Kohut et al., 2007). Arguably, more consistent observations and proper justifications for individual development needs can then be made (Bell and Mladenovic, 2008). The practice should then be followed by discussion sessions aiming at providing constructive feedbacks, facilitating self-reflection and self-growth process. Hence, to fully reap the advantages of peer observation of teaching, it has to be designed towards meeting lecturers’ development need using a systematic approach.
