Observação por pares para a melhoria das práticas docentes no ensino superior: Uma revisão sistemática da literatura

Ana Mateus João Pereira; Margarida M. Marques; Maria João Loureiro

doi:10.34624/2sknh890

Authors

Ana Mateus João Pereira Escola Superior de Guerra & CIDTFF - Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro
Margarida M. Marques CIDTFF, Department of Education and Psychology, University of Aveiro
Maria João Loureiro CIDTFF, Department of Education and Psychology, University of Aveiro

DOI:

https://doi.org/10.34624/2sknh890

Keywords:

Higher Education, University, Peer observation, Systematic review

Abstract

The rapid expansion of Higher Education (HE) in Angola has raised concerns regarding the academic and professional qualifications of teaching staff. In this context, this Systematic Literature Review (SLR) aims to understand how peer observation can contribute to the improvement of teaching practices in HE. The research was conducted in the Scopus, Web of Science (Core Collection and SciELO), and EBSCO (Academic Search Complete and ERIC) databases, covering studies published between 2014 and 2023 in Portuguese, English, and Spanish. The search strategy yielded 248 records, of which 89 were duplicates. After applying inclusion and exclusion criteria, 25 articles were selected for analysis. These studies were examined to identify peer observation models, their implementation in HE, and the facilitating or hindering factors involved. The analysis revealed four distinct peer observation models. Reported benefits include strengthened trust among faculty, enhanced teaching competencies, promotion of critical reflection on pedagogical practices, and the development of a culture of collegiality and mutual support. The literature also highlights that institutional support is a key factor for the effective implementation of peer observation. Conversely, resistance to change and fear of judgment by peers emerge as significant barriers to its adoption. The findings of this SLR underscore the potential of peer observation as a collaborative strategy for professional development in Higher Education.

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