An investigation into the perceptions and use of peer observation of teaching in a HE in FE environment: An exploratory case study
AuthorsDutton, Caroline K.
MetadataShow full item record
AbstractOver the last decade peer observation of teaching (POT) has become established practice in HE, and is undertaken with the aim of enhancing teaching quality through reflective practice. Although teaching observations also take place for staff delivering HE provision in FE colleges, there is limited literature evaluating the nature or purpose of this. Anecdotal evidence, and the literature that is available, suggests that FE colleges do not differentiate between the purpose and practice of HE and FE teaching observations. In the few studies reported, teaching observations undertaken for taught HE sessions tend to be for evaluative and judgmental purposes, rather than for the development and enhancement of teaching and learning. The overall aim of the study was to investigate and gain insight into the perceptions and use of POT within an 'HE in FE' context. The research strategy for this work consisted of an exploratory case study of four FE colleges' approach to teaching observations in their HE work which was largely qualitative in nature. Data was collected from the colleges through an initial questionnaire to HE teaching staff and HE managers, whioch was then followed by a second phase of data collection consisting of semi-structured interviews. Initial results from the questionnaires supported existing thinking that observation processes are generally the same for HE as for FE, with many HE teaching obervations being graded using Ofsted criteria. However, data collected from the semi-structured interviews found that the FE colleges in his study are utilising a two-tier approach to teaching observations for both their FE and HE provision. Findings indicate the general acknowledgement that there is the need for a discrete but distinct approach towards HE teaching observations due to the expectation and different approaches rquired for HE teaching and its associated quality assurance processes. Recommendations are made in light of the implications for academic development requirements for staff delivering and managing college based HE.
PublisherUniversity of Chester
TypeThesis or dissertation
SponsorsUniversity of Chester
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