Bell, A., & Mladenovic, R. (2015). Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24-36.
Carroll, C., & O’Loughlin, D. (2014). Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51(4), 446-456.
Gosling, D. (2002). Models of Peer Observation of Teaching. LTSN Generic Centre Learning and Teaching Support Network, York.
Kennelly, R., & McCormack, C. (2015). Creating more ‘elbow room’ for collaborative reflective practice in the competitive, performative culture of today's university. Higher Education Research & Development, 34 (5), 942-956.
López Gómez, E. (2016). La formación docente del profesorado universitario: sentido, contenido y modalidades. Bordón. Revista de Pedagogía, 68 (4), 89-102.
Mouraz, A., et al. (2012). De Par em Par na UP: o potencial formativo da observação de pares multidisciplinar. Revista Portuguesa de Investigação Educacional,12, 79-99.
Mouraz, A., Lopes, A., & Ferreira, J. M. (2013).Higher education challenges to teaching practices: perspectives drawn from a multidisciplinary peer observation of teaching program. International Journal of Advanced Research, 1 (6), 6, 377-386
Mouraz, A. et al. (2014). Multidisciplinary Peer Observation as a strategy to promote a curriculum development awareness among lecturers in Higher Education (HE). Paper. European Conference on Educational Research, Porto.
Nevgi, A., y Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53-60.
Peel, D. (2005). Peer observation as a transformatory tool? Teaching in Higher Education, 10(4), 489–504.
Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756-773.
Torres, A. C., et. Al. (2015). What catches the eye in a class observation? - Lecturers' perspectives in a program of multidisciplinary peer observation of teaching. Paper. European Conference on Educational Research, Budapest.
Van Waes, S., Van den Bossche, P., Moolenaar, N. M., De Maeyer, S., y Van Petegem, P. (2015). Knowwho? Linking faculty’s networks to stages of instructional development. Higher Education, 70 (5), 807-826.
Yiend, J., Weller, S., & Kinchin, I. (2014). Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education, 38(4), 465-484.