Reflective peer observations of university teaching: A Canadian case study

Authors

  • Heather Kanuka University of Alberta, Canada
  • Cheryl Sadowski University of Alberta, Canada

DOI:

https://doi.org/10.53761/1.17.5.20

Keywords:

Peer observation, reflective teaching, pharmacy, continued teaching development

Abstract

The purpose of this investigation was to gain insights on facilitating a peer observation process that supports constructive feedback for continued development of effective teaching practices. The findings from this Canadian case study reveal that peer observation feedback are of value for the observed (which is well documented in the research) as well as the observer. Benefits for the observers have tended to be under-investigated and/or under-reported in the literature with respect to (1) fostering collegial relationships and (2) observing a peer whose teaching practices are unfamiliar. The findings in this study also indicate that the integration of an external observer who does scholarship in teaching and learning can provide knowledgeable feedback about pedagogical theory and course development, resulting in the reflective discussion and feedback being enhanced.

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Published

2020-05-02

Issue

Section

Articles

How to Cite

Reflective peer observations of university teaching: A Canadian case study. (2020). Journal of University Teaching and Learning Practice, 17(5). https://doi.org/10.53761/1.17.5.20