A systematic review of reciprocal peer observation in higher education

This article presents a systematic literature review focused on the collaborative approach of Reciprocal Peer Observation (RPO) in Higher Education (HE). The aim was to analyse the effectiveness of RPO on Teacher Professional Development (TPD). Following the PRISMA protocol, 57 journal articles were analysed for their research characteristics and empirical evidence on the benefits and challenges of RPO for teachers, students, and institutions. Findings underscore RPO's growing interest and versatility (pairs/groups, intra/interdisciplinary, face-to-face/online) to meet the diverse TPD needs in HE. Qualitative studies were the most common research design (77.19%), providing compelling evidence of teachers' perceptions of the RPO's effectiveness for TPD and fostering collegiality. However, RPO's impact on improving teaching practice and student learning remains unclear. Therefore, RPO shows promise as a collaborative TPD approach in HE, but further research using mixed methods designs is needed to understand its full impact on teaching and learning. Challenges for effective RPO practice include ensuring constructive feedback and a meaningful process for teachers. The studies reviewed highlight the crucial role of HE institutions in managing RPO within a formal TPD programme. Addressing challenges and institutional support can enhance RPO's effectiveness and promote continuous professional growth among teachers in HE.