Organization of Open Lessons and Peer Observations as a Tool for Ensuring Teaching Quality

Organization of Open Lessons and Peer Observations as a Tool for Ensuring Teaching Quality
(based on the experience of the Department of Language and General Education Training of the Faculty of Pre - University Education, Al - Farabi Kazakh National University)

One of the most effective tools for ensuring a high level of teaching quality in higher education is the systematic organization of open lessons and peer observations. These forms of methodological work allow instructors to exchange experience, identify effective pedagogical solutions, and strengthen the professional culture of the teaching staff. This process becomes especially significant in the context of faculty renewal, when new instructors actively integrate into the educational environment.
At the Department of Language and General Education Training of the Faculty of Pre - University Education at Al - Farabi Kazakh National University, this direction is implemented consistently and purposefully. In October and November of the current academic year, new instructors of the department conducted a series of open lessons in Russian and Kazakh languages, as well as in humanities disciplines. These events became an important part of the adaptation of young specialists, enabling them to demonstrate their professional skills, receive valuable recommendations from more experienced colleagues, and improve their methodological competencies. The instructors presented various teaching formats: interactive tasks, elements of digital pedagogy, and communicative techniques, which allowed participants to observe a wide range of contemporary educational solutions. These classes were aimed not only at demonstrating professional competence but also at integrating young specialists into the unified educational space of the faculty. Each lesson served as a platform for experience exchange, methodological analysis, and constructive discussion of applied teaching technologies.
Peer observations also remain an important component of intra - departmental methodological work. Visiting colleagues’ lessons allows instructors to identify strengths, analyze lesson structure, teaching techniques, motivational strategies, and the use of digital tools. The subsequent discussions take place in an atmosphere of professional support, contributing to the improvement of teaching methods and the formation of a unified quality standard.
Moreover, open lessons serve as a tool for internal quality assurance. They provide the department’s administration with objective information on learning outcomes, student progress dynamics, the use of modern pedagogical technologies, and the effectiveness of instructional approaches. The transparency of the teaching process increases instructors’ responsibility and strengthens their commitment to continuous professional growth.
Thus, the experience of the Department of Language and General Education Training of the Faculty of Pre - University Education at Al - Farabi Kazakh National University confirms that regular organization of open lessons and peer observations contributes not only to improving teaching quality but also to forming an effective professional environment based on collaboration, openness, and a commitment to development.

I. V. Matsko, M. P. Yeshimov
Senior Lecturer at the Department of Language and
General Education Training of Foreigners,
Faculty of Pre - University Education
Al - Farabi Kazakh National University