Factors affecting peer observation of teaching in School of Humanities and Social Sciences in Strathmore University
Date
2013-05
Authors
Mikui, Josephine
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
This study focused on Peer Observation of Teaching (POT) as a collaborative activity among
lecturers that enhances self reflection. Peer observation involves colleagues observing each
other's classroom teaching with the aim of sharing and developing good practice. In Strathmore
University the Academic Development Unit (ADU), now known as Learning and Teaching
Services (LTS), has been encouraging the teaching staff to work more collaboratively within
departments with a view to improve their teaching. It is in this regard that POT was proposed as
a means to achieve this objective.
In the School of Humanities and Social Sciences (SHSS), the Teaching and Learning committee
has incorporated POT in its teaching strategy for the last four years. This was intended to foster a
culture of lecturers evaluating their own teaching in order to improve it. It has however been
noted that the practice of POT is yet to get fully embedded within the school but no studies had
been done to evaluate the impact of POT in the school.
The study therefore conducted an in-depth analysis of SHSS using a qualitative and quantitative
approach. Data collection tools included questionnaires, interviews and observations of feedback
meetings. Participants involved were both full time lecturers and part time lecturers.
The study sought to explain the process of POT as it has been implemented in SHSS. Bearing in
mind that POT can be used for summative or formative purposes, this study tried to find out how
lecturers were using POT to improve their teaching. The study also investigated the challenges
encountered in its implementation with a view to proposing suggestions to improve the process.
Findings revealed that the implementation process needed to be improved as there were no clear
guidelines in regard to frequency, selection of observers, the three stages ofPOT and model to be
followed. However the study found out that most lecturers valued POT and were using it as a
tool to reflect critically on their teaching. It was also clear that the lecturers preferred to be given
freedom in some aspects of the process. They also preferred that it be used for self development
(or formative) purposes and not for appraisal (or summative) purposes. The study found out that
the major challenges encountered in POT implementation were constraint of time, lack of
training and poor induction.
In order to improve the process of POT and strengthen its effectiveness the study recommends
that the school involves the lecturers in establishing a clear procedure on the implementation
process. The collaborative model should be used and POT should not be made mandatory.
Trainings and seminars should be organized for all the participants of POT.
Description
Submitted in partial fulfillment of the requirements for the degree of Master of Science in Educational Management
Keywords
Teaching, Peer observation, Education, Strathmore University, Peer Observation of Teaching, Peer Review, Academic Staff Development, Self Reflection