The successes, challenges and considerations for the enhancement of a university teaching development scheme

Despite recent literature highlighting the benefits of a collaborative model of teaching observation, we see a lack of consensus on what constitutes a positive framework and its contribution to professional development. This study aims to explore University teaching staff perceptions of an Institutional model of peer observation known as the Teaching Development Scheme (TDS). Semi-structured interviews were conducted with 29 University teaching staff across different departments and levels. An abductive and latent approach to thematic analysis was adopted. Successes of the scheme included the mentoring relationship between teaching staff and mentor and the quality of reflective conversations which led to enhanced self-awareness, confidence and changes in teaching practice. Challenges included the perceived dual role being played by the scheme (teacher quality versus teacher development). Finally, among the considerations was the need for the TDS to be further integrated within the wider professional development infrastructure.