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Supporting peer observation of teaching: Collegiality, conversations, and autonomy.

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Title: Supporting peer observation of teaching: Collegiality, conversations, and autonomy.
Authors: Bell, Amani1 amani.bell@sydney.edu.au, Thomson, Kate2
Source: Innovations in Education & Teaching International. Jun2018, Vol. 55 Issue 3, p276-284. 9p.
Subject Terms: *Teacher development, *College teachers, *Teaching, Leadership, Coworker relationships
Abstract: Little is known about how university leaders approach the complex task of supporting peer observation of teaching in their Faculties. This paper explores the experiences of four Associate Deans of Learning and Teaching at a research-intensive university in Australia. Interviews revealed three different approaches to supporting peer observation of teaching: a focus on the benefits of observing; a focus on collegiality and conversations between teaching staff; and a focus on autonomy of choice for teaching staff. These approaches are likely the result of disciplinary differences, personal experiences and institutional pressures. It is clear that Associate Deans who are leading peer observation of teaching balance the needs and agency of their staff against institutional and cultural factors. Recommendations for further research and practical implications for leadership are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Supporting peer observation of teaching: Collegiality, conversations, and autonomy.
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2018, Vol. 55 Issue 3, p276-284. 9p.
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  Data: Little is known about how university leaders approach the complex task of supporting peer observation of teaching in their Faculties. This paper explores the experiences of four Associate Deans of Learning and Teaching at a research-intensive university in Australia. Interviews revealed three different approaches to supporting peer observation of teaching: a focus on the benefits of observing; a focus on collegiality and conversations between teaching staff; and a focus on autonomy of choice for teaching staff. These approaches are likely the result of disciplinary differences, personal experiences and institutional pressures. It is clear that Associate Deans who are leading peer observation of teaching balance the needs and agency of their staff against institutional and cultural factors. Recommendations for further research and practical implications for leadership are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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