Observation with Reflective Discussion in a Higher Education Context
DOI:
https://doi.org/10.55707/ds-po.v39i3-4.156Keywords:
observation with reflective discussion, professional development of higher education teachers, pedagogical competencies, peer observation of teaching, reflective practitionerAbstract
This article presents the results of a research on the contribution of observation with reflective discussion in fostering the professional development of higher education teachers. The study employed a case study approach, observing the pedagogical practices of two higher education teachers. Through semi-structured interviews, we assessed the impact of observation with reflective discussion on the professional development of higher education teachers, as well as the influencing factors supporting this process. Our findings indicate that observation with reflective discussion facilitates the implementation of tangible changes in teaching practices, supports higher education teachers in self-assessment and reflection on their own practices, and encourages professional discussions. Influencing factors supporting this process include the observer's competencies, the skills and personal attributes of the observed, domain-specific knowledge of the observer, the level of mutual trust between the observed and the observer, the capacity for self-critique of the observed, their motivation for professional growth, and the prevailing academic culture. We propose a systematic regulation of the professional development for higher education teachers to strengthen pedagogical competencies.
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