Dear colleagues
As part of my (seemingly endless) doctoral research I am looking at variations in design of observations used as part of any formal lecturer CPD/ training/ support/ fellowship application (overt/ covert purposes, structure, perceived value, observer roles/ experience). At this stage I am not looking at in-faculty peer observation/ review schemes, however. I am currently scoping out the sector to get a better idea of the degree of variance before (later) settling on some cases.
I would be very grateful for any responses (even just a few words) to the following questions:
1. How do you use observation on PGCerts/ PGCAPs/ Fellowship programmes? (if not at all, I'm also interested in the 'why?')
2. Do you or colleagues use what might be termed atypical approaches to observation? (i.e. anything that deviates from the orthodoxy of expert, mentor, manager attends taught session/ observes/ gives feedback). If so, what form do they take?
Many thanks and best wishes to all
Martin Compton
Senior Lecturer in Learning, Teaching & Professional Development
Educational Development Unit
University of Greenwich
QM162 Maritime Greenwich Campus
London SE10 9DU
Tel: +44 (0)208-331-9340
Twitter: @uogmc
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