Peer Observation as an Exploratory Task: A Model of Reflective Teaching for University Teachers

Abstract

Reflection is considered, by experts, as an inward-looking form of inquiry. It helps teachers build a new vision of their teaching by re-enacting, reformulating and reconsidering their teaching practices which will enhance proficiency and successful learning outcomes. Peer review as a reflective exploratory task if adopted by university teachers can put teachers on the track of an on-going teacher professional development that ensures in a long-term run, an out-going effective teaching. Since teachers are the corner stone of any educational policy and if peer review is made accredited and dessiminated in the wlole university in the ways and forms congruent with target objectives, the teacher cannot stand at this level, unconscious about what is changing socially, economically and most of all pedagogically.