Abstract
In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barnard, A., Croft, W. M., Irons, R. R., Cuffe, N., Bandara, W., & Rowntree, P. (2011). Peer partnership to enhance scholarship of teaching: A case study. Journal of Higher Education Research and Development, 30, 435–448. https://doi.org/10.1080/07294360.2010.518953
Bell, M., & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18, 60–73. https://doi.org/10.1080/1360144X.2011.633753
Bennett, S., & Barp, D. (2008). Peer observation – A case for doing it online. Teaching in Higher Education, 13, 559–570. https://doi.org/10.1080/13562510802334871
Berenson, C. (2017). Teaching squares: Observe and reflect on teaching and learning. Taylor Institute Guide Series. Calgary, AB, Canada: Taylor Institute for Teaching and Learning, University of Calgary. Retrieved from: http://www.ucalgary.ca/taylorinstitute/sites/default/files/Teaching%20Squares%20Guide%20Final%20v2.pdf
Biesta, G. J. J., & Burbules, N. C. (2003). Pragmatism and educational research. Lanham: Rowman & Littlefield.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa
Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15, 215–228. https://doi.org/10.1080/1360144X.2010.497685
Clegg, S. (2003). Learning and teaching policies in higher education: Mediations and contradictions of practice. British Educational Research Journal, 29, 803–819. Retrieved from: http://www.jstor.org/stable/1502135
Day, M., Delagrange, S. H., Palmquist, M., Pemberton, M. A., & Walker, J. R. (2013). What we really value: Redefining scholarly engagement in tenure and promotion protocols. College Composition and Communication, 65, 185–208. Retrieved from: http://www.jstor.org/stable/43490813
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199. Retrieved from: http://www.jstor.org/stable/20532527
Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., Stoney, S., & Cottman, C. (2017). Formative observation of teaching: Focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education, 42, 914–929. https://doi.org/10.1080/02602938.2016.1209733
Fraser, K., & Ling, P. (2014). How academic is academic development? International Journal for Academic Development, 19, 226–241. https://doi.org/10.1080/1360144X.2013.837827
Fullerton, H. (2006). Observation of teaching. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education (pp. 226–241). New York, NY: Routledge.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching, and the approach to learning of their students. Active Learning in Higher Education, 5, 87–100. https://doi.org/10.1177/1469787404040463
Haines, S. T., & Persky, A. M. (2014). Faculty development: Who, what, why, where, when, and how? American Journal of Pharmaceutical Education, 78(5), article 97. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4064497/pdf/ajpe78597.pdf
Halverson, R., & Clifford, M. (2013). Distributed instructional leadership in high schools. Journal of School Leadership, 23, 389–419 Retrieved from http://dc8qa4cy3n.scholar.serialssolutions.com/?sid=google&auinit=R&aulast=Halverson&atitle=Distributed+instructional+leadership+in+high+schools&title=Journal+of+school+leadership&volume=23&issue=2&date=2013&spage=389&issn=1052-6846
Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), article 7. Retrieved from: http://ro.uow.edu.au/jutlp/vol9/iss1/7
Hendry, G. D., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19, 318–329. https://doi.org/10.1080/1360144X.2013.848806
Hubball, H., & Poole, G. (2003). A learning-centered faculty certificate programme on university teaching. International Journal for Academic Development, 8, 11–24. https://doi.org/10.1080/1360144042000277900
Jawitz, J., & Perez, T. (2016). Investing in teaching development: Navigating risk in a research intensive institution. International Journal for Academic Development, 21, 194–205. https://doi.org/10.1080/1360144X.2015.1081852
Jones, A., Lygo-Baker, S., Markless, S., Rienties, B., & Di Napoli, R. (2016). Conceptualizing impact in academic development: Finding a way through. Higher Education Research and Development. https://doi.org/10.1080/07294360.2016.1176997
Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6, 104–123. https://doi.org/10.1177/1541344608322678
Knapper, C. (2016). Does educational development matter? International Journal for Academic Development, 21, 105–115. https://doi.org/10.1080/1360144X.2016.1170098
Knowles, M. S. (1975). Self directed learning: A guide for learners and teachers. Chicago, IL: Follet.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Burlington, MA: Elsevier.
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
Lewis, K. G. (2010). Pathways toward improving teaching and learning in higher education: International context and background. New Directions for Teaching and Learning, (122), 13–23. https://doi.org/10.1002/tl.394
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. San Francisco: Jossey Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey Bass.
Minott, M. A. (2010). Reflective teaching as self-directed professional development: Building practical or work-related knowledge. Professional Development in Education, 36, 325–338. https://doi.org/10.1080/19415250903457547
Mueller, R. (2016). Change and improvement in post-secondary education. In D. Burgess & P. Newton (Eds.), The best available evidence: Wise decision-making for educational improvement (pp. 129–146). Rotterdam, Netherlands: Sense.
Northern Virginia Community College, Center for Excellence in Teaching and Learning (2015). Teaching squares. Retrieved from: http://www.nvcc.edu/cetl/_files/CETL-Teaching-Squares-Program-Manual-Spring-2015.pdf
Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis (2nd ed.). San Francisco, CA: Jossey Bass.
Spear, G. E., & Mocker, D. W. (1984). The organizing circumstance: Environmental determinants in self-directed learning. Adult Education Quarterly, 35, 1–10. https://doi.org/10.1177/0001848184035001001
Stonehill College Centre for Teaching and Learning (2008). Teaching squares: Participant handbook. Retrieved from: http://stonehill-website.s3.amazonaws.com/files/resources/participant-handbook-08-09.pdf
Taylor, K. L., & Colet, N. R. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive international model (pp. 139–167). Sterling, VA: Stylus.
Tenenberg, J. (2014). Learning through observing peers in practice. Studies in Higher Education, 41, 756–773. https://doi.org/10.1080/03075079.2014.950954
Thomson, K., Bell, A., & Hendry, G. (2015). Peer observation of teaching: The case for learning just by watching. Higher Education Research & Development, 34, 1060–1062. https://doi.org/10.1080/07294360.2015.1034349
Toraman, C., & Demir, E. (2016). The effect of constructivism on attitudes towards lessons: A meta-analysis study. Eurasian Journal of Educational Research, 62, 115–142.
Van Schalkwyk, S., Cilliers, F., Adendorff, H., Cattell, K., & Herman, N. (2013). Journeys of growth towards the professional learning of academics: Understanding the role of educational development. International Journal for Academic Development, 18, 139–151. https://doi.org/10.1080/1360144X.2012.673490
Wholey, J. S. (2010). Exploratory evaluation. In J. S. Wholey, H. P. Hatry, & K. E. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed., pp. 81–99). San Francisco, CA: Jossey Bass.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mueller, R., Schroeder, M. From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development. Innov High Educ 43, 397–410 (2018). https://doi.org/10.1007/s10755-018-9436-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-018-9436-0