Peer-evaluation represents a major activity in developing the teaching portfolio. The aim of peer-evaluation is to develop awareness and reflection about own teaching. The exercise of evaluating the teaching of peers and being evaluated in alternative teaching situations will also contribute to a higher quality of teaching via sharing of experiences.
The use of formal peer-evaluation in different teaching situations was an enlighten encounter. I have tried peer-evaluation of my teaching before, but only based on oral evaluation. Being forced to reflect on the teaching and communicating these reflections to the peer pre-lecture and obtaining evaluation post-lecture is a very productive and developing exercise.
From evaluating two peers I realized that the use of alternative teaching approaches, such as problem based learning (PBL), may be useful for teaching in genetics. I will aim at implementing such techniques in my own teaching. I also experienced that the level of teaching at UiT is high as the peers I evaluated both produced teaching, where pedagogical reflections where deeply integrated in the teaching form, planning, and evaluation of the students.
The evaluation of me in three teaching situations (PhD supervision, seminar presentation for the department, and a regular lecture during my project) concluded a major point where I should improve in the future, namely my oral performance (to low voice). This is something I will work more on in the future via attending a course in presenting techniques.