Peer Observation in Higher Education ‐‐ A Reflective Approach

Abstract

Peer observation of teaching is currently receiving widespread interest, and is being implemented in numerous institutions in all sectors of education. There appears to be, however, some uncertainty or controversy over the rationale for this and the role of the observer. In the light of this, we should be very clear about exactly what our objectives are for the implementation of peer observation, and the best way to achieve these, before espousing a potentially divisive and detrimental procedure. The purpose of this paper, therefore, is to examine some popular models of peer observation and their potential drawbacks, and to put the case for the implementation of a more active and reflective model, where the focus is less on the observed and more on the active self‐development of the observer.