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

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.

Keywords:

• Academic leadership
• academic work
• observational learning
• disciplinarity
• institutional culture

Acknowledgements

We thank the interviewees for participating in our research project. We very much appreciate them taking the time to speak with us about their experiences of leading peer observation of teaching. We also thank Graham Hendry for his initial involvement in the project, and for his helpful comments on a draft of this paper.

Notes

1. Associate Deans, Learning and Teaching, provide leadership of teaching and learning at the Faculty level.