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SUMMARY This paper considers an action‐based approach to the development of teaching skills in higher education through peer observation and collaborative reflection. The central features of a three‐phase process model are described and explored and the preliminary results of a pilot scheme are reported. From this investigation it is suggested that models of development that are firmly based in existing practice can directly benefit the individual teacher, can enhance colleagiality and can have a significant effect on changing departmental culture. It is acknowledged that insights into personal practice are gained both from the act of observing as well as from being observed.
Martin et al. (Fri,) studied this question.