Links & References

Links:

• Peer observation of teaching is widely used in Australian HEIs for developmental purposes. The University of Wollongong details the strengths and issues identified in a study on implementing peer observation of teaching as a development tool in Australia:
  Peer Observation of teaching in Australia - Maureen Bell, University of Wollongong
  
  The University of Tasmania's 'Guide to Peer Review of Teaching' is also recommended.
  
• In the USA, peer observation of teaching is increasingly located within wider processes of 'peer review', including peer mentoring, discussion groups and the development of teaching portfolios. The following study of peer observation in the USA exemplifies this.
  
  Peer Review of Teaching in the USA - Vaneeta D'Andrea, TQEF National Co-ordination Team
  
• The Higher Education Academy's Education Subject Centre (ESCalate) presents comprehensive guidelines for conducting peer observation in UK HE institutions
• ESCalate also describes how models of peer observation of teaching have been extended at Bristol University beyond teaching observation to peer review of curriculum planning and learning materials here.
  It also extends peer observation models to include further permutations such as peer observation circles and triads here
• Most UK higher education institutions offer guidelines on peer observation. We found the University of Reading's helpful.
• The University of Wisconsin-Madison also offers some user-friendly examples and models for peer review work.

Reference:

• Gibbs, G. (1995) How Can Promoting Excellent Teachers Promote Excellent Teaching? Innovations in Education and Training International, 32, 1 pp 74-84;

Materials for training in observation include:

• Beaty, L. & McGill, I (1995) Developing Reflective Practice: using peer observation of teaching. University of Brighton
• Beigy, A. & J. Woodin (1999) Tandem Observation - Developing Excellence in Language Teaching through the Observation of Peers. Leeds Metropolitan University.