Formative observation as a university professor training tool at Universidad Europea de Madrid

Abstract

Until quite recently, alternative learning modalities such as formative observation have been relatively scarce in teacher development planning in Spain. Universidad Europea de Madrid incorporated a peer observation program for the first time in its 2014-2015 Faculty Development offer. The researchers have carried out a qualitative analysis of the possible effects of formative observation in 12 professors of varying academic profiles and conclude that in their majority professors welcome this new training mode, especially in their role of observer, pointing out the positive value of observations for acquiring new teaching strategies, introducing new colleagues to university life, and sharing teaching reflections. Suggestions for program improvement include making observations voluntary rather than compulsory as well as improving upon the inevitable lack of compatibility of teaching schedules, which limits the opportunities for observations available. Finally, professors with a highly academic profile comment on a perceived lack of connection with the professional world in their daily lectures.