Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development

Abstract

Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided.

Keywords:

• academic development
• sessional staff
• reflective practice
• peer observation of teaching
• professional development

Acknowledgements

We thank all tutors who participated in the tutor development programme, colleagues at the Institute for Teaching and Learning for their comments on an early draft of this paper and Professor Keith Trigwell for his helpful feedback on a later draft.

Notes

1. Also known as casual academics, sessional staff, hourly paid staff, graduate teaching assistants, adjunct faculty, part-time lecturers, teaching assistants and contingent faculty.

2. We define peer review of teaching as a quality assurance process, linked to performance management or external quality audits. For a full discussion of the definitions of peer review of teaching, see Lomas and Nicholls (2005).