Workshop in Collegial intervision - teacher development through peer observation of teaching and action learning, communities of practice

Session Time and Location

Wed, 6 Jun 2018
4:30pm to 5:30pm
Room: Room:
Dunwoody C
Session Track
Session Format


Collegial intervision (CI) is a teacher development programme at Roskilde University. CI is based on observation of teaching followed by a reflective dialogue in groups of three colleagues. In the CI process, the teachers’ become aware of the dominating discourses in the educational processes. This has a potentially great impact on their identity development thus also an institutional change. The process can be structured differently, which affects the power between the participants hence the reflection process. The intended outcomes for the workshop participants are gaining basic knowledge about CI, its implications and practical experience in how to utilize it.  

  • Session References +

    Bell, A., & Mladenovic, R. (2015). Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24–36. Bell, A., & Thomson, K. (2016). Supporting peer observation of teaching: collegiality, conversations, and autonomy. Innovations in Education and Teaching International, 3297(November), 1–9. Bell, M. (2001). Supported reflective practice: a programme of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29–39. Bell, M., & Gyamtso, D. (2014). Peer observation as an action research method Proposed forum : Forum 3 Methodology and Methods of ( action- ‐) research. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Gosling, David, U. of P. (2002). Models of Peer Observation of Teaching David Gosling Co-Director , Teaching Quality Enhancement Fund National Coordination Team August 2002. Research Gate, (August). Handal, Gunnar & Peter Lauvås (2006) Vejledning og praksisteori, Klim. Hendry, G. D., Bell, A., & Thomson, K. (2014). Learning by observing a peer’s teaching situation. International Journal for Academic Development, 19(4), 318–329. Hendry, G. D., & Oliver, G. R. (2012). Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching & Learning Practice, 9(91), 1–10. Retrieved from McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499–511. Michek, S., Perutková, M., & Brichová, M. (2016). Peer observation as teaching evaluation approach : An attempt to review the research area. SDS Web of Conferences, 1098, 7. Mladenovic, R., Bell, A., & Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1–11.  Schön, D, (1995): Reflective Practice: its implications for classroom, administration and research, A public lecture given for the Dept. of Language, Literacy & Arts Education, The University of Melbourne. Thomson, K., Bell, A., & Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher Education Research & Development, 34(January), 1060–1062. Wenger, E. (2000) Communities of Practice and Social Learning Systems Organization May 2000 vol. 7 (2), pp 225-24 Wenger, E. (1998) Communities of practice: learning, meaning, and identity (Cambridge, Cambridge University Press)