POTential in POT: Insights and practical application

Abstract

This opinion paper discusses the application of peer observation of teaching (POT) in speech-language pathology (SLP) educational practice. POT can enhance professional development in teaching and learning through the process of observing teaching in practice. It can assist educators to develop critical reflection and selfawareness and gain insights into their teaching performance. Traditionally, POT has been described in higher education health professional literature and less in clinical education. This paper focuses on my experiences of POT in the roles of both the observer and observed and discuss possible application in clinical education. POT has potential to enhance clinical educators’ development in effective teaching practices and consequently improve student and educator outcomes.

Keywords::

• Peer Observation Of Teaching (Pot)
• Clinical Education
• Speech Pathology
• Education/Teaching

Acknowledgements

I would like to acknowledge my “critical friends” who provided a supportive learning environment for POT.

Additional information

Notes on contributors

Gracie Tomolo

Gracie Tomolo is a senior speech pathologist working in a Victorian public hospital and also provides sessional teaching within the university sector. She recently completed her Graduate Certificate Clinical Teaching.