The successes, challenges and considerations for the enhancement of a university teaching development scheme.
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| Title: | The successes, challenges and considerations for the enhancement of a university teaching development scheme. |
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| Authors: | De Martin Silva, Luciana1 (AUTHOR) luciana.silva@hartpury.ac.uk, Wilkinson, Kate2 (AUTHOR), Legge, Thomas1 (AUTHOR), Smith, Bethany1 (AUTHOR), Lee, Sarah1 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Apr2026, Vol. 63 Issue 2, p696-710. 15p. |
| Subject Terms: | *Observation (Educational method), *Mentoring in education, *Effective teaching, *College teaching, *Academic support programs, Capacity building |
| Abstract: | Despite recent literature highlighting the benefits of a collaborative model of teaching observation, we see a lack of consensus on what constitutes a positive framework and its contribution to professional development. This study aims to explore university teaching staff perceptions of an institutional model of peer observation known as the Teaching Development Scheme (TDS). Semi-structured interviews were conducted with 29 University teaching staff across different departments and levels. An abductive and latent approach to thematic analysis was adopted. Successes of the scheme included the mentoring relationship between teaching staff and mentors and the quality of reflective conversations which led to enhanced self-awareness, confidence and changes in teaching practice. Challenges included the perceived dual role being played by the scheme (teacher quality versus teacher development). Finally, among the considerations was the need for the TDS to be further integrated within the wider professional development infrastructure. [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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| Abstract: | Despite recent literature highlighting the benefits of a collaborative model of teaching observation, we see a lack of consensus on what constitutes a positive framework and its contribution to professional development. This study aims to explore university teaching staff perceptions of an institutional model of peer observation known as the Teaching Development Scheme (TDS). Semi-structured interviews were conducted with 29 University teaching staff across different departments and levels. An abductive and latent approach to thematic analysis was adopted. Successes of the scheme included the mentoring relationship between teaching staff and mentors and the quality of reflective conversations which led to enhanced self-awareness, confidence and changes in teaching practice. Challenges included the perceived dual role being played by the scheme (teacher quality versus teacher development). Finally, among the considerations was the need for the TDS to be further integrated within the wider professional development infrastructure. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2489977 |
