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ERIC Number: EJ896239
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1812-9129
What Does "Peer" Mean in Teaching Observation for the Professional Development of Higher Education Lecturers?
Weller, Saranne
International Journal of Teaching and Learning in Higher Education, v21 n1 p25-35 2009
The observation of teaching remains an integral process for the enhancement of practice as part of academic continuing professional development in higher education in the UK. This paper argues that failure to recognise the potential for peer-orientated development to reinforce restrictive norms of practice will be detrimental to the project of continuing professional development for learning and teaching. It is suggested that teaching observation schemes grounded in a peer model of observation within a reflective practitioner paradigm are potentially reinforcing parochial and performative constructions of teacher professionalism that ultimately enable resistance to changes to practice. It argues that for teaching observation to contribute to legitimate enhancement of teaching practice, such processes must be underpinned by pluralistic models of professional development that tolerate, and indeed require, critical differences of perspective that challenge rather than affirm the existing professional "self-concept" of experienced practitioners as it is enacted within current peer models of development in higher education.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom