Peer Review of Teaching (PRT) programmes have been implemented
in the Higher Education context to ensure teaching is a collaborative,
evolving and inspiring activity in an era of ever shrinking resources.
These programmes are reported to have many benefits but are
notoriously difficult to implement and even more difficult to sustain,
with research implicating the mechanics and specific characteristics
featured in the programmes as vital to their ultimate success. This
paper addresses this issue through first, detailing one version of a
PRT programme implemented at one institution and second, by
reporting on how the participants of this programme viewed its
specific characteristics. Data from participant interviews and forms
provide both confirmation of the efficacy of certain features, such as
receiving feedback and having the opportunity to observe others and
also provide more detail on some lesser researched features, such as
the relevance of discipline and number of observations.