Resumo (PT):
Abstract (EN):
Teachers in higher education are now, all over the world, challenged to shift
their practices towards a new paradigm focused on students and their
learning. However such appeals rarely take into account that changes may
proceed from current didactic practices and relate with teachers‟ awareness
about his/her own performance. The peer review model of peer observation
of teaching is seen as an important opportunity to improve teaching practices,
an opportunity that can be fostered within a multidisciplinary peer
observation scheme. Aiming to go deeper on the role of current practices and
teachers‟ awareness about their performance to improve teaching practices in
higher education, some research data collected during a multi-disciplinary
peer observation of teaching program are presented and discussed. It can be
concluded that multidisciplinary collaboration can be a path for mutual
enrichment, not only by recognizing among the other ways of doing those
that can be transposed into our field, but also by recognizing weaknesses and
strengths in ourselves.
Idioma:
Inglês
Tipo (Avaliação Docente):
Científica
Nº de páginas:
10
Tipo de Licença: