Interdisciplinary peer observation: can it work?

In the educational context, peer observation consists in teachers observing each other and involves constructive cooperation. For it to be beneficial for both observer and observee it requires clear objectives, a shared format and etiquette, and attention to the professional and the emotional components. The practice has become increasingly common in Higher education but may need further investigation in the online teaching scenario which has developed since the COVID-19 pandemic. At Parma university (Italy), an instructor of English for Academic Purposes (EAP) and a Signal Processing professor experimented with interdisciplinary peer observation during the 2020 lockdown, initially as a form of reciprocal help, with no academic research intent. It slowly developed into semi-structured practice, which later proved its value in terms of professional development for both observer and observee. Several elements contributed to the success of the experience: previous experience of being observed in face-to-face classes; basically no experience of online teaching; familiarity with each other’s approach to teaching thanks to previous discussions; non-judgemental attitude; discreet presence of the observer; the observee focusing the observer’s attention to some specific point before class for the observation to provide real help; and constructive feedback through informal discussion after class with a chance to explain choices and problems. This paper outlines the initial objectives of these reciprocal observations, explains how they were carried out and how a shared format and etiquette were developed, and highlights the importance of didactic and psychological factors, with an emphasis on the impact of truly being a learner in each other’s class on the outcome.