Perceived impact of peer observation of teaching higher education

This paper explores participant perceptions of the impact of a Peer Observation of Teaching scheme offered as part of an accredited Postgraduate Certificate in Teaching for academic staff and faculty members in higher education. The Postgraduate Certificate Program has been designed to support the continuing professional development of academic staff and faculty members through integration of peer learning. Inherent in the design and delivery of the Peer Observation of Teaching scheme is the belief by all involved that learning about teaching in higher education – and heightening a sense of professionalism – stems from a continuous process of transforming and constructing personal meaning in a variety of related ways. This program has its theoretical basis in the Experiential Learning Cycle (Kolb, 1983), and the perceived impact of the scheme has been evaluated based on this cycle; participants over the past 5 years on the program have provided valuable insights into the demands of active engagement with abstract pedagogical theory, purposeful critical refection on classroom practice, and a challenging of assumptions through shared reflective dialogues with colleagues. Of particular interest are the ways that the scheme aids the integration of theory and practice, the value of interdisciplinary learning, and the benefits for new teachers. There is little doubt that learning and teaching i