Observation-based peer group mentoring involves 3-4 colleagues visiting each other's teaching and then discussing and giving feedback on each other's work.
The focus of the observation and feedback is the teacher's own problem and desire for peer mentoring on a specific pedagogical aspect of their teaching. Therefore, it is not a question of competence assessment but rather competence reflection, which should stimulate the teacher's reflective practice (Christensen, 2023).
The focus of the observation and feedback can also be the supervision of students or PhD students.
Although teachers who know each other well and may even have taught together often trust each other, many teachers are still uncomfortable being observed when teaching (de Lange & Wittek, 2022). It is therefore important that the participants in group-based observation engage in this form of peer mentoring on their own initiative.
In order to create a better framework for teachers' learning through group-based observation, the Norwegian educational researchers Thomas de Lange and Line Wittek have developed a structured and research-based model called Observation-based peer group mentoring, which is based on the following principles (de Lange & Wittek, 2018, 2023):
De Lange and Wittek's studies have shown that the establishment of trust in relation to being observed, and confidence in collegial observation as a pedagogical competence development method, significantly increases when observations are repeated regularly and are not just a one-off event (de Lange & Wittek, 2022).
If a teacher wants to start with group-based observation, it may be a good idea to contact the university's educational centre (e.g. the CED) for help in establishing a group. Professional support during the process has proven to be absolutely crucial for a good and productive result.
As the first step in group-based observation, the participants in the group agree on a time and place for the entire process, i.e. the pre-meeting, observations, feedback, and the final meeting.
Before the first meeting, each participant in the group prepares a memo about the specific lesson they are inviting the rest of the group to observe:
The memo and the overall teaching plan in which the specific lesson is included are sent to the group prior to the first meeting. The teachers align their expectations regarding focus and strategies for the subsequent observations and feedback sessions.
The teachers take turns choosing a teaching session where they invite the rest of the group to participate as observers. The observers place themselves where the teacher has indicated in the room and observe the teaching (students, teacher, materials, interactions, etc.) based on the teacher's own defined needs and a predefined list if, for example, they choose to use an observation form.
The whole group meets immediately after the lesson (or as soon as possible) and gives feedback to the teacher. The process of observation and feedback is repeated until everyone in the group has been observed and given feedback twice.
Finally, the participants meet for a closing meeting. The purpose of this meeting is to evaluate the process and have a reflective conversation about educational development opportunities.
