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intérêts d'observer les pairs :
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difficultés / problèmes / arguments contre :
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comment envisager une mise en œuvre ? (transversale à la faculté ? par niveaux ? autre ?)
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Comment valoriser cette action ?
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article scientifique : Peer observation of teaching in university departments: a framework for implementation (Bell & Cooper, 2011) 

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article scientifique : Peer observation of teaching in university departments: a framework for implementation (Bell & Cooper, 2011) 

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article scientifique : The benefits of peer observation of teaching for tutor development 

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article scientifique : The benefits of peer observation of teaching for tutor development 

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Notes

1.

In other national contexts tutors are referred to as casual tutors, casual academics, teaching assistants, graduate teaching assistants, adjunct faculty, sessional staff and part-time tutors.

References

McKenzie, J. (2003). Variation and change in university teachers' ways of experiencing teaching. Unpublished PhD Thesis, University of Technology, Sydney.

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Acknowledgements

We thank the tutors who participated in the exercise and generously provided their observation data and feedback. We also thank our colleague Dr. Gayle Morris from the University of Melbourne, with whom we had many fruitful discussions about the tutor development program. A teaching improvement grant from the University of Sydney supported part of this project. We are grateful to the anonymous reviewers of the paper for providing constructive feedback.

Author information

Affiliations

Faculty of Economics and Business, University of Sydney, Rm 389 Merewether Building (H04), Sydney, NSW, 2006, Australia

Amani Bell & Rosina Mladenovic

Corresponding author

Correspondence to Amani Bell.

Appendix: Peer observation proforma ,

Appendix: Peer observation proforma ,

Tutor Development Program-Peer feedback Exercise

Faculty of Economics and Business, University of Sydney

Tutor's Name-------- Discipline --------

Peer Feedback provided by name-------- Discipline --------

1. 1.
The aims, objectives and structure of the tutorial were clear (e.g. lesson plan/outline used).

2. 2.
The tutorial was well integrated with the rest of the course.

3. 3.
The tutor effectively managed the tutorial group interaction.

4. 4.
The tutor developed good rapport with the students and responded to their needs.

5. 5.
The tutor's speech was easy to understand.

6. 6.
The tutor explained things well and the examples used helped the students to understand the topic.

7. 7.
The tutor encouraged students to actively participate in the tutorial.

8. 8.
The tutor's feedback helped students to learn.

9. 9.
The tutor was enthusiastic about and interested in the topic.

10. 10.
The tutor asked for feedback on the tutorial from students.

11. 11.
Please list the three best things about the tutorial.

12. 12.
Please list three suggestions for improving the tutorial.

13. 13.
Comments on the lesson plan e.g. activities, structure and timing.

14. 14.
Have you found this to be a valuable exercise? Provide reasons for your answer.

15. 15.
How will you change your teaching practice as a result of this exercise?

About this article

Cite this article

Bell, A., Mladenovic, R. The benefits of peer observation of teaching for tutor development. High Educ 55, 735-752 (2008). https://doi.org/10.1007/s10734-007-9093-1
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Keywords

# data[].attributes.attachment_link.title
The benefits of peer observation of teaching for tutor development

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Peer observation partnerships can help teachers improve their teaching practice, transform their educational perspectives and develop collegiality (Bell 2005). This paper describes the peer observation model used in the tutor development program in the Faculty of Economics and Business at the University of Sydney, and reports on the effectiveness of this exercise using quantitative and qualitative data from five sources.

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Université de Genève : S'observer entre pairs: mode d'emploi

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Dans le cadre du Laboratoire de l’enseignement, nous vous suggérons une démarche en 3 phases:

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Ressource : Comment les enseignants apprennent-ils de l’observationde leurs pairs ? Analyse de l’activité de vidéo-formationen ligne de professeurs stagiaires

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Ressource : Comment les enseignants apprennent-ils de l’observationde leurs pairs ? Analyse de l’activité de vidéo-formationen ligne de professeurs stagiaires

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Retour d'expérience : Expérimentation de l’enseignement entre pairsdans le contexte R&T (Jamal EL HACHEM, Manuel MUNIER, Vanea CHIPRIANOV)

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Retour d'expérience : Expérimentation de l’enseignement entre pairsdans le contexte R&T (Jamal EL HACHEM, Manuel MUNIER, Vanea CHIPRIANOV)

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Retour d'expérience : L’OBSERVATION DE L’ENSEIGNEMENT PAR LES PAIRS L’usage de la vidéo au service de la pratique enseignante (Murielle MARTIN et Matthieu KRAFFT)

# data[].attributes.subject
Retour d'expérience : L’OBSERVATION DE L’ENSEIGNEMENT PAR LES PAIRS L’usage de la vidéo au service de la pratique enseignante (Murielle MARTIN et Matthieu KRAFFT)