Megan Bam EMS Tutor Coordinator 22 May 2015 Lessons learnt from peer observation and tutorship: the Case of the School of Business and Finance and the Department of Economics at the University of the Western Cape Megan Bam EMS Tutor Coordinator 22 May 2015

Introduction TRAINING EMS Tutor Framework 2012 - 2014 Tutor roles and responsibilities, management, remuneration and TRAINING Induction Subject Specific Generic TRAINING 230 work study tutors per semester 6 Departments and 1 School Peer Observation

Literature Review Peer review of teaching and models of peer observation for example Boud, Cohen and Sampson, 1999; Sluijsmans, Brand-Gruwel and Merriënboer, 2002; Gosling, 2002; Lomas and Kinchin, 2006; Gosling, 2009;Purvis, Crutchley and Flint, 2009; Bennett, Parker and Smigiel, 2012; Hendry and Oliver, 2012 amongst others Very few studies related to the peer observation of teaching by tutors for example Bell, 2008; Bell et al, 2010; Truuvert, 2012; Bell & Mladenovic, 2013; Bell & Mladenovic, 2015

Situated learning, reflective practice and Literature Review Bell, 2008 Effectiveness of a peer observation model of teaching amongst tutors. Bell et al, 2010 Types of self-reflection that tutors engaged in following peer observation of teaching. Truuvert, 2012 Raising sessional-tutor awareness about learning Bell et al, 2015 Situated learning, reflective practice and conceptual expansion Bell et al, 2013 How and When tutors reflected

Research Question What is the effect of peer observation on the teaching practice of work study tutors in the School of Business and Finance and the Department of Economics?

Methodology Case Study Mixed Methods approach Purposive Sampling School of Business and Finance n=52 Department of Economics n=20 Checklist Attributes of a Good Tutor Personal reflection

Findings Clusters Facilitation Techniques Feedback Techniques Classroom Management Planning and Preparation Clusters

Reflective Feedback “The whole assessment process was nothing more than a formality for me as I did not have to change anything from the way I tutor. It was a normal tutorial with an observer in it. I enjoyed being an observer. It gave me a view of how a fellow tutor interacts with his students and through that I could also assess how I personally interact with my student’s”. Enjoyable “The experience gathered from this helped me to reflect on my own methods used in tutorials and being more involved in the learning process offered to students.” Reflection “The experience is nerve wracking. It puts you on the spot and you are more aware of your surroundings and the needs of the students become your first priority. It heightens your enthusiasm and prompts you to do better or it encourages you to work harder so you don not fail” Apprehension

and “ I would like to be observed by a tutor tutoring the same module” Reflective Feedback “I think the process was meaningful to me in the way it made me aware of what is my duty and from now on be focussed on it. I like the whole process because it helped to improve or to add value to our teaching or tutoring style and be able to assist students properly” Meaningful “I think peer observation is good especially implemented at the beginning of the year” and “ I would like to be observed by a tutor tutoring the same module” Yet; “I don’t find this evaluation process very effective, reason being that people are aware that they are being assessed. My suggestion is that the coordinator could pop in unannounced, so as to see the true potentials of the tutors”

Initial conclusions Apprehensive yet comfortable Observation rather than being observed Meaningful reflection on own practice Expert observation Apples vs. apples