DEVELOPING HIGHER-EDUCATION TEACHING SKILLS THROUGH PEER OBSERVATION AND COLLABORATIVE REFLECTION

This paper considers an action-based approach to the development of te aching skills in higher education through peer observation and collabo rative reflection. The central features of a three-phase process model are described and explored and the preliminary results of a pilot sch eme are reported. From this investigation it is suggested that models of development that are firmly based in existing practice can directly benefit the individual teacher, can enhance colleagiality and can hav e a significant effect on changing departmental culture. It is acknowl edged that insights into personal practice are gained both from the ac t of observing as well as from being observed.