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Peer review of teaching: What features matter? A case study within STEM faculties

Journal Article


Abstract


  • 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.

UOW Authors


  •   Georgiou, Helen
  •   Sharma, Manjula (external author)
  •   Ling, Amanda (external author)

Publication Date


  • 2017

Citation


  • Georgiou, H., Sharma, M. & Ling, A. (2017). Peer review of teaching: What features matter? A case study within STEM faculties. Innovations in Education and Teaching International, Online first 1-11.

Scopus Eid


  • 2-s2.0-85024480678

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3269

Number Of Pages


  • 10

Start Page


  • 1

End Page


  • 11

Volume


  • Online first

Place Of Publication


  • United Kingdom

Abstract


  • 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.

UOW Authors


  •   Georgiou, Helen
  •   Sharma, Manjula (external author)
  •   Ling, Amanda (external author)

Publication Date


  • 2017

Citation


  • Georgiou, H., Sharma, M. & Ling, A. (2017). Peer review of teaching: What features matter? A case study within STEM faculties. Innovations in Education and Teaching International, Online first 1-11.

Scopus Eid


  • 2-s2.0-85024480678

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3269

Number Of Pages


  • 10

Start Page


  • 1

End Page


  • 11

Volume


  • Online first

Place Of Publication


  • United Kingdom