Reflective practice in Peer Observation of Teaching (POT) fosters active, lifelong, and deeper learning, and when conducted critically, it can transform teaching conceptions and practices. However, limited guidance exists on effectively scaffolding and stimulating critical reflection in POT programs. Additionally, reflection often occurs post-hoc (after the post-observation meeting) limiting its effectiveness. Initiating reflection earlier, when the observation focus is set, would ensure that reflection and subsequent learning address critical issues teachers face.
To bridge these gaps, the Learning and Teaching Unit at an Australian university in Southeast Asia developed a model to scaffold critical reflection in POT, encouraging early reflection. This study examines the model's effectiveness in fostering critical reflection using a qualitative approach. It analyzed observee forms, completed by the observed teacher to record reflections on their teaching, and semi-structured interviews designed to elicit participants' perceptions of the model's effectiveness. The data were subject to thematic analysis.
Findings indicate that while the model has some impact in guiding educators to reflect, its overall effectiveness is limited. Participant responses to the interviews reveal several reasons for this, including those documented in the literature and a lack of familiarity with SoTL (scholarship of teaching and learning). This highlights the need for more support, enabling academics to allocate time to SoTL alongside their domain-specific research. Additionally, teachers often did not engage in genuine reflection because they perceived POT as evaluative rather than developmental. This suggests that effectively scaffolding critical reflection requires changing academics’ perception of POT as a professional development activity

Authors:
Phuc Le, RMIT Vietnam University, Vietnam
Karen Benson, RMIT Vietnam University, Vietnam
Hanh My Thi Nguyen, RMIT Vietnam University, Vietnam

About the Presenter(s)
Dr. Phuc Diem Le is the Teaching and Learning Specialist at RMIT Vietnam, developing and delivering professional development activities for educators. Her research interest is in educational assessment and professional development.

Connect on Linkedin
https://www.linkedin.com/in/phuc-diem-le-42029a89/

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