CASAP 4-Part Template Guidance Notes
Newcastle University
1
Staff Development Unit
Teaching Dialogue
What is teaching dialogue?
We define the term as discussion between colleagues (usually peers) around a teaching
observation for developmental purposes. The observation is identified by a Teacher with the
agreement of an Observer and provides evidence for the discussion.
At the centre of the process is a conversation between colleagues about a teaching
experience that one has designed and delivered, (the ‘Teacher’) and that the other has been
briefed about and has observed, (the ‘Observer’). Both the Teacher and the Observer
engage in the process in order to develop their own teaching whilst assisting a colleague to
do the same. Through acting both as the Observer and as the Teacher it is possible to gain
a unique insight into the teaching and learning process.
Purpose
Teaching Dialogue is intended to be used as a tool to investigate, reflect upon and so
develop one’s teaching. For example Teaching Dialogue can be used in:
• Personal development of teaching skills
• Dissemination of good teaching practice and course design
• The analysis and response to particular teaching problems
• The development of innovative teaching approaches
Role in Reflective Practice
Only by reflecting upon and reviewing an action or experience can we fully learn from it and
so develop our future practice.
• Teaching Dialogue provides another ‘voice’ that can be listened to and considered.
•
It is not intended to replace self-evaluation, but rather to assist that process.
•
It is not intended to replace the need for, or value of student feedback but to
compliment it.
•
It is considered to be most useful if the opportunity to discuss a teaching experience,
with an Observer, is set within a context of having set clear goals.
In other words, it works best when Teachers are very clear about why they wish to have this
particular piece of teaching observed by this particular Observer