Inter-institutional Peer Observation of Classes - a powerful tool to improve the quality of teaching and learning

Abstract

Higher education teaching and learning in Europe faces challenging times and deep changes, largely due to many reforms originated by the so-called Bologna process (Moore et al, 2008; Leite, 2007; Vieira, 2005). The objective of this paper is to present the results of a training & research project that w as proposed by a Teaching and Learning Lab (TLL) set up jointly by the Faculty of Educational Sciences (FPCEUP) and the Faculty of Engineering (FEUP) at the University of Porto. Its underlying strategy aims to improve the quality of teaching and the quality of learning, and at the same time to capture information about teaching and learning practices used w ithin the university. Our training scheme follow s the peer observation model presented by Gosling (2002), w hose proposed solution differs from evaluation or developmental models (Hammersley-Fletcher & Orsmond, 2004; Cosh,1998 ) . According to Gosling (2002, p. 5), on a peer-observation model, teachers observe each other w ith one clear objective to discuss their teaching activities through self- and group-reflective exercises. One main feature of our model is that it offers a symmetric distribution of pow er betw een the observer and the one being observed; it focus the observation on teacher performance, on the class, and on the learning content, and is follow ed by constructive, non-judgemental feedback. The training & research instrument used in our TLL w as inspired on similar w ork done at other universities (Leicester, Nottingham, Southampton, Queens at Belfast, Imperial College at London), and includes three stages: prior, during, and post observation. At prior-observation the observers obtain information about all relevant facts / data using documents and through an interview w ith their colleague that w ill be observed. The post-observation stage is related to the constructive feedback and reflective discussion. During observation a regular class is attended by the observers, w ho use an observation grid adapted from the model used at Southampton University. The observation scheme requires that all observers be observed as w ell, and also that each team member observes one class at FEUP and another class at FPCEUP. A total number of 40 observation sessions w ere organised during the first semester of 2009 / 10, divided equally betw een FEUP and FPCEUP. The results that w ill be presented are based on these 40 observation grids, which w ere analysed with the objective of improving our know ledge about the teaching and learning practices at these tw o University of Porto schools.