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ERIC Number: EJ1189113
Record Type: Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development
Mueller, Robin; Schroeder, Meadow
Innovative Higher Education, v43 n5 p397-410 Oct 2018
In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A