Teach, Reflect, Grow: Empowering Aspiring Educators through Structured Observations

Abstract

Abstract

Doctoral training is increasingly accepted for creating the conditions for the development of mature researchers equipped with essential transferable skills such as the ability to design and deliver good teaching, especially for those envisioning a career in academia. While doctoral candidates are primarily focused on research, there is a pressing need for them to develop pedagogical competencies and professional skills essential for independent leadership. However, the scarcity of continuous professional development opportunities in teaching poses a significant challenge. This article explores the development and implementation of a structured teaching observation process within a foundational course for a Certificate of Teaching in Higher Education specifically aimed at PhD students. This process is designed to support the professional development of aspiring educators through a comprehensive, three-step observation framework involving pre-observation discussion, observation, and post-observation reflec-tion. Our wholistic reflections highlighted that, while resource-intensive, the process was instrumental in fostering learning. Preparation and planning were highlighted as crucial for effective teaching. Engagement and confidence varied widely among students. The process cultivated an educator identity. Creativity was emphasized, though constrained in some cases by existing course structures or students’ personalities. Reflection helped in developing metacognitive skills, while feedback fostered improvement and also highlighted the tension between peer and instructor perspectives. The integration of feedback from both professional pedagogic experts and peer PhD students enriches the learning experience, promoting reflective practice and continuous improvement of teaching skills. This dual observation process offers diverse perspectives, fostering a culture of constructive feedback and professional growth.