Collaborative conversations: developing a new way to view and approach peer-observation

Research output: Contribution to journalArticlepeer-review

Abstract

Staff who teach at the University of Birmingham are required to undergo peer-observation on a regular basis (every two years in the case of full-time staff and every three years in the case of part-time staff). However there were inconsistencies in peer-observation practices across various Schools (Centre for Learning and Academic Development (CLAD), 2014). This led the School of Education to seek volunteers from the three departments within the School of Education during Autumn 2014 to undertake a project aimed at developing ‘a new, effective and respected model for implementation’ which would then be disseminated more widely. This case study describes the adopted approach.

Details

Original languageEnglish
Pages (from-to)19-21
Number of pages3
JournalEducation in Practice
Volume3
Issue number1
Publication statusPublished - 1 Jun 2017