Abstract:
As a result of watching a colleague teach Tanya decided to make changes to her lecturing practice which resulted in very positive changes to students' evaluations of her lecturing. We describe the model of intra-departmental professional development in which she had the opportunity both to observe others teach and examine and discuss her own practice. The variation between a colleague's lecture practice, her previous experience of lecturing practice, and her own practice perturbed her and provided the initial impetus for her decision. We call this a feed-forward mechanism
