Enhancing the rigour of peer observation through the scholarship of teaching and learning

In this Reflection on Practice I use the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating peer observation programmes in higher education contexts. I argue that the aim of academic development and of the scholarship of teaching and learning are essentially the same, which is, to create better conditions for student and teacher learning. Thus, for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching.