Flipped peer observation using COPUS for young faculty development

The present paper aims at contributing to improve young STEM faculty members' training, by focusing on exploring the potential of peer observation in fostering reflection on teaching practices. To this end, two young faculty members were involved as observers of the lessons of a more experienced teacher, using a specific observation protocol, that is COPUS model. The collected data from comments provided during observations, the observers’ feedback on their experience in the observer’s role and final interviews which focused on the role of peer observation in faculty development are holistically analyzed. The obtained results show that peer observations using COPUS, combined with well-structured feedback sessions and interviews, encourage young faculty members to deeply reflect on their past and future teaching practices and, hopefully, enhance their teaching practice.