Through the looking-glass and what faculty found there: Peer observation of teaching as a tool for professional development

Abstract

Peer observation of teaching is a modality of (self)formation that enables faculty to observe classes reciprocally, essentially for the reflection among peers and the eventual improvement of their practices. The purpose is to contribute for their professional development, which becomes especially relevant considering that, in Portugal, to have didactic-pedagogical formation to teach in Higher Education is neither institutionally recognized as indispensable, nor is it valued in performance evaluation mechanisms, in known situations. At University of Aveiro, POP - Programa de Observação por Pares (Peer Observation of Teaching) is being implemented; here, faculty may observe other ways of being and performing professionally, and also learn and transform their pedagogical practices and other dimensions of faculty professionalism, in an experience of collegiality among peers. In this qualitative study with an interpretative nature, we examine the data collected until this moment with the implementation of this program (which already counts with three editions, in three consecutive semesters), giving voice to participants. From a thematic analysis, we considered specifically their perceptions about the advantages of participating in POP, in light of crucial concepts such as faculty professionalism and professional development, in the specific context of Higher Education. Through the looking-glass provided by peer observation and reflection, there are advantages that also concern formation, interrelation, discovery, and potentiality, which collectively illustrate the relevance of this kind of practice for faculty (self)formation, for the development of faculty professionalism.