The number of higher Education institutions has increased in recent decades. However, structural, and pedagogical challenges persist, affecting the quality of education provided. One of the most critical issues is the insufficient pedagogical training and the scarcity of continuing education opportunities. Aiming to contribute to the improvement of teaching quality in Angolan higher education, this study seeks to analyse collaborative supervision practices in higher education, highlighting their benefits for faculty professional development. The research was conducted using the following databases: EBSCO (Academic Search Complete and ERIC), Scopus, and Web of Science (Core Collection and SciELO), with the search terms: “peer observation,” “peer coaching,” “university,” “higher education,” and “college.” The study considered publications between 2014 and 2023 in Portuguese, English, and Spanish, from peer-reviewed scientific journals. From the 248 initially identified records, after removing duplicates and applying inclusion and exclusion criteria, 25 studies formed the corpus for analysis.The analysis revealed that collaborative supervision is closely linked to peer observation, referenced in literature through terms such as peer observation, peer teaching observation, peer coaching, formative peer observation, and Peer Observation of Teaching (PoT). Main challenges identified include: - 72% of the studies highlight the need to create consistent observation models and institutional policies with clear guidelines on objectives and expected outcomes; - 76% mention resistance to change or misinterpretation by faculty members; and 84% refers a general lack of knowledge regarding the procedures involved in peer observation. In terms of potential benefits: 84% of the studies report that PoT strengthens collaborative networks among educators; 92% state it fosters more direct and cohesive connections, improving communication and promoting the sharing of best practices; 96% suggest that it encourages critical reflection and pedagogical improvement.This topic remains underexplored in the African—and especially Angolan—context, showing a shortage of systematic studies focused on these realities. Thus, this research aims to provide recommendations to support the implementation of collaborative supervision programs (PoT) in an Angolan higher education institution, contributing to improved faculty training and continuous enhancement of teaching practices.

Keywords: Peer observation, Opportunities and barriers, Faculty, University, Systematic review.