Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 18-31
doi: 10.3998/tia.17063888.0029.006
Abstract
Many faculty developers understand the value of self-reflection in effective teaching and aim to cultivate the practice in their programming. However, many instructors regard peer observation as punitive or evaluative in nature and overlook how the practice can promote thoughtful self-reflection by the observer. This chapter outlines a model of group peer observation that supports introspection and community, thereby transforming that negative perception. We discuss how the process promotes cross-disciplinary open-door teaching and reflective practice in teaching improvement and how faculty developers from institutions and programs of all sizes can help nurture that growth.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND