Abstract:
Sessional staff play a crucial role in university teaching, and there has been a large increase in casual teaching staff both in Australia and other countries (e.g. Coates et al. 2009, Gunn 2007). However sessional staff often encounter inadequate professional development and support. Peer observation of teaching is an effective developmental activity and can result in lasting change to teaching practice (e.g. Donnelly 2007). We define peer observation of teaching as a collaborative partnership between two or more academics who observe each other teaching, offer each other constructive feedback on their teaching, and reflect on their teaching based on both what was observed and their colleague's feedback. We see it as distinct from peer review of teaching, in that the process is confidential and has no connection with performance management. Peer observation of teaching provides a space to reflect on teaching; regular, purposeful reflective practice is a key characteristic of excellent teachers in higher education (Kane, Sandretto and Heath 2004). Our framework for academic development is based on three key concepts: conceptual expansion (Åkerlind 2007); reflective practice (Brookfield 1995) and situated learning (Fenwick 2003). Our investigation into the professional development of sessional staff began in 2005 when leading a Faculty-based sessional staff development program. A large number of casual staff in the Business School of our university (100 in semester 1 2007, compared to 217 full time academics) are employed each semester as tutors. As one aspect of a comprehensive program, we provided an option for sessional staff to observe another tutorial and to be observed teaching. The peer observation activity continued as a key component of the sessional staff development program over the next two years. Alongside the program, we conducted research into the reflective practices of sessional staff. We have drawn on several sets of data from sessional staff, collected over three years: peer observation and self-reflective statements, tutor surveys, a focus group, and interviews. We analysed all qualitative data thematically according to the five phases of Braun and Clark (2006). Our results show that the peer observation exercise: prompted sessional staff to make permanent changes to their teaching; encouraged reflective practice; affirmed teaching approach and boosted confidence; evoked transitory emotions of discomfort and anxiety, which sessional staff were able to overcome; and illuminated the uncertain middle ground that sessional staff navigate between students and lecturers. Keywords: academic development; sessional staff; reflective practice; peer observation of teaching; professional development;