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Journal article 719 views 238 downloads

Peer observation of teaching: A decoupled process

John Martyn Chamberlain, M. D'Artrey, D.-A. Rowe, Marty Chamberlain Orcid Logo

Active Learning in Higher Education, Volume: 12, Issue: 3, Pages: 189 - 201

Swansea University Author: Marty Chamberlain Orcid Logo

DOI (Published version): 10.1177/1469787411415083

Abstract

This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher’s continuing professional development. Research participants acknowledged its ability to help dev...

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Published in: Active Learning in Higher Education
Published: 2011
Online Access: http://alh.sagepub.com/
URI: https://cronfa.swan.ac.uk/Record/cronfa29710
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first_indexed 2016-09-02T18:55:08Z
last_indexed 2018-02-09T05:15:00Z
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spelling 2017-05-10T18:07:14.7349907 v2 29710 2016-09-02 Peer observation of teaching: A decoupled process 98bbc13e72a7ce4126a562a668e50144 0000-0001-6067-6561 Marty Chamberlain Marty Chamberlain true false 2016-09-02 CRIM This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher’s continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also reported that it could operate superficially as a tick box exercise, that its outcomes were frequently decoupled from formal staff development processes, and that its purpose and usefulness therefore seemed unclear. This article argues that the presence of decoupling reinforces the need to account for structural factors that can interact with peer observation of teaching to ensure it is a meaningful exercise for all teaching staff. It concludes that the published academic literature is perhaps guilty of overplaying the role of personal choice and individual tutor characteristics when addressing the complex issue that is staff disengagement with peer observation of teaching. Journal Article Active Learning in Higher Education 12 3 189 201 Continuing professional development, higher education, peer observation, staff appraisal, teaching practice, teacher evaluation 1 11 2011 2011-11-01 10.1177/1469787411415083 http://alh.sagepub.com/ COLLEGE NANME Criminology COLLEGE CODE CRIM Swansea University 2017-05-10T18:07:14.7349907 2016-09-02T17:45:08.6648964 Faculty of Humanities and Social Sciences Hilary Rodham Clinton School of Law John Martyn Chamberlain 1 M. D'Artrey 2 D.-A. Rowe 3 Marty Chamberlain 0000-0001-6067-6561 4 0029710-10052017180656.pdf POT-Chamb-Accepted.pdf 2017-05-10T18:06:56.8100000 Output 472677 application/pdf Accepted Manuscript true 2017-05-10T00:00:00.0000000 true eng
title Peer observation of teaching: A decoupled process
spellingShingle Peer observation of teaching: A decoupled process
Marty Chamberlain
title_short Peer observation of teaching: A decoupled process
title_full Peer observation of teaching: A decoupled process
title_fullStr Peer observation of teaching: A decoupled process
title_full_unstemmed Peer observation of teaching: A decoupled process
title_sort Peer observation of teaching: A decoupled process
author_id_str_mv 98bbc13e72a7ce4126a562a668e50144
author_id_fullname_str_mv 98bbc13e72a7ce4126a562a668e50144_***_Marty Chamberlain
author Marty Chamberlain
author2 John Martyn Chamberlain
M. D'Artrey
D.-A. Rowe
Marty Chamberlain
format Journal article
container_title Active Learning in Higher Education
container_volume 12
container_issue 3
container_start_page 189
publishDate 2011
institution Swansea University
doi_str_mv 10.1177/1469787411415083
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str Hilary Rodham Clinton School of Law{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}Hilary Rodham Clinton School of Law
url http://alh.sagepub.com/
document_store_str 1
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description This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher’s continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also reported that it could operate superficially as a tick box exercise, that its outcomes were frequently decoupled from formal staff development processes, and that its purpose and usefulness therefore seemed unclear. This article argues that the presence of decoupling reinforces the need to account for structural factors that can interact with peer observation of teaching to ensure it is a meaningful exercise for all teaching staff. It concludes that the published academic literature is perhaps guilty of overplaying the role of personal choice and individual tutor characteristics when addressing the complex issue that is staff disengagement with peer observation of teaching.
published_date 2011-11-01T03:36:09Z
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score 11.036706

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