Peer reflection of teaching practice

Principal Investigator(s): Ms Jennifer Kirman


Project start: September 2021

Project finish: September 2022

About us

This peer review project is reinvigorating the peer review of teaching practice, or teaching observation, that has existed at Oxford Brookes (and other HEI's) until recent years.

The aims of the project are to:

  • make sure all faculty/school teaching staff are given opportunities to engage in a reflective relationship with one or more peers to develop their teaching practice.
  • ensure peer reflection of teaching practice would occur at least once an academic year, up to once a semester, and will be focused on one area identified by the member of staff. This can include an element of face-to-face teaching, module design in the VLE (virtual learning environment), online teaching, or an element of assessment/feedback.

Scrabble pieces spelling "LEARN"


Jennifer Kirman

Ms Jennifer Kirman

Principal Lecturer (Student Experience)

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Name Role Email
Ms Clare Butler Programme Lead - Advanced and Specialist Practice CPD programmes, Faculty of Health and Life Sciences.
Mr Gus Strang Deputy Programme Lead for Adult Nursing (Swindon)
Mrs Lorraine Whatley Senior Lecturer Simulation and Immersive Learning Technology

The pairing of reflective relationships

The pairing of reflective relationships is dependent upon the programmes that colleagues 'sit', their identified learning needs, and engagement in other educational governance processes, for example critical friend projects of module design. The logistics of the reflective relationship couplings is to be practiced in three Oxford School of Nursing and Midwifery school pilot sites.

The models of reflective groups are envisaged to be one of four:

  1. An extension to the critical friendship model of module development.
  2. Team-based pairings that are ‘self-initiated’ or arranged based on need and skill requirement and shared 'interests'
  3. Cross team, school/faculty pairings based on need and skill requirement and shared 'interests'
  4. Triads that are ‘self-initiated’ or arranged - both school or cross-faculty based on identified needs/teaching teams or skills and shared interests

A sample of templates has been developed in collaboration with faculty colleagues to capture the outline and goals of the initial meeting, peer observation/teaching practice template, and a post exercise document that feeds into the Performance and Development Review (PDR) process. The three pilot sites in the Oxford School of Nursing and Midwifery will aim to explore how we can match dyads and triads across departments (managing the logistics of this) and explore how useful the template documents are for guiding the process and capturing outcomes.

The process is not punitive or to be used in performance management of colleagues, but for staff to identify an area of their teaching or module online learning unit they would like to develop and to work with a colleague(s) to gain further insight, the template documents seek to explore the identified pedagogies used in practices. This then feeds into developing the teaching practice of colleagues, mutual learning, and enhanced module design. As all members of the school who have teaching responsibilities can engage in this practice, it is thought to be non-threatening, mutual, good practice and motivating.