Peer Review and Reflective Teaching Practices: An Effective Mechanism for Quality Enhancement in Higher Education
Abstract
Quality education and teacher accountability are predominant issues generating apprehension in higher education. Traditional methods of evaluation are giving way to more contemporary methods. One technique that is being implemented in many universities throughout the world that provides feedback and improves pedagogical approaches is a formative and collaborative process known as peer review of teaching (PRT). Review of the literature included 34 studies which identified five themes that offered pros and cons regarding the viability of PRT in teacher evaluations. A matrix table was created on additional 27 studies on the SWOT (Strength, Weakness, Opportunity and Threat) analysis framework. Four factors were derived from the SWOT framework that indicates PTR as a positive strategy in higher education.
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References
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Dyson, R. G. (2004). Strategic development and SWOT analysis at the University of Warwick. European Journal of Operational Research, 152, 631 – 640.
Farrell, K. (2011). Collegial feedback on teaching: A guide to peer review. Centre for the Study of Higher Education.
FitzPatrick, M. A., & Spiller, D. (2010). The teaching portfolio; Institutional imperative or teacher’s personal journey? Higher Education Research & Development, 29, 167 – 178. doi: 10.1080/07294360903470985
Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., & Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151 – 175. doi: 10.1007/s11121-005-5553-y
Freiberg, H. J., Waxman, H. C., & Houston, W. R. (1987). Enriching feedback to student teachers through small group discussion. Teacher Education Quarterly, 14(3), 71–82.
Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, standards for assessing scholarship and the elusiveness of the scholarship of teaching. Academic Medicine, 9, 887-887.
Gosling, D. (2002). Models of peer observation of teaching. Retrieved from http://www.heacademy.ac.uk/resources/detail/resource_database/id200_Models_of_Peer_Observation_of_Teaching
Gravestock, P. (2011), Does teaching matter: the role of teaching evaluation in tenure policies at selected Canadian universities? (unpublished doctoral dissertation). University of Toronto,
Canada. Retrieved from http://tspace.library.utoronto.ca/bitstream/1807/31764/6/ Gravestock_Pamela_S_201111_PhD_thesis.pdf
Haberberg, A. (2000). Swatting SWOT. Retrieved from http://www2.wmin.ac.uk/haberba/SwatSWOT.htm
Hammersley-Fletcher, L., & Orsmond, P. (2004). Evaluating our peers: Is peer observation a meaningful process? Studies in Higher Education, 29, 489–503. doi: 10.1080/0307507042000236380
Hammersley-Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30, 213–224. doi: 10.1080/03075070500043358
Hanson, J. (1993). Observing classroom teaching in higher education: A case study. Quality Assurance in Education, 1, 26–30. doi: 10.1108/09684889310046176
Hatzipanagos, S., & Lygo-Baker, S. (2006). Teaching observations: Promoting development through critical reflection. Journal of Further and Higher Education, 30, 421–431. doi: 10.1080/03098770600965425
Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis - where are we now? A review of academic research from the last decade. Journal of Strategy and Management, 3, 215–251. doi: 10.1108/17554251011064837
Henard, F. (2009). Learning our lesson: Review of quality teaching in higher education. Retrieved from http://www.oecd.org/dataoecd/54/26/43961761.pdf.
Hubball, H. & Clarke. A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal (4)2, Article 4.
Huber, M.T., & Hutchings, P. (2005). The advancement of learning: building the teahing commons. San Francisco, Jossey-Bass.
Hurst, B., Wilson, C., & Cramer, G. (1998). Professional teaching portfolios: Tools for reflection, growth, and advancement. The Phi Delta Kappan, 79, 578 – 582. Retrieved from http://www.jstor.org/stable/pdfplus/20439279.pdf
Hutchings, P. (1996). The peer review of teaching: Progress, issues and prospects. Innovative Higher Education, 20, 221–234. Retrieved from http://www.metapress.com.ezproxy.lib.monash.edu.au/content/t08115u8363qg504/fulltext.pdf
Ismail, E. A., Buskist, W., Groccia, J. E. (2012). Peer review of teaching. In: Kite, M. E. (ed), Effective Evaluation of Teaching: A Guide for Faculty and Administrators. Society for the Teaching of Psychology Retrieved from http://teachpsych.org/ebooks/evals2012/index.php
James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities. Retrieved from: Hhttp://www.cshe.unimelb.edu.au/assessinglearnging/index.html.
Jenkins, A. (1996). Discipline-based educational development. International Journal for Academic Development, 1, 50–62. doi: 10.1080/1360144960010106
Keig, L., & Waggoner, M. D. (1994). Collaborative peer review: The role of faculty in improving college teaching (Technical Report No. 2). Washington DC: The George Washington University School of Education and Human Development. (ERIC Document Reproduction Service No. ED378925)
Kell, C., & Annetts, S. (2009). Peer review of teaching embedded practice or policy-holding complacency? Innovations in Education and Teaching International, 46, 61-70. doi: 10.1080/14703290802646156
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Published
2017-12-15
How to Cite
RAJ, Sony Jalarajan; MASSEY, Susan R.; JOSE, Soumya.
Peer Review and Reflective Teaching Practices: An Effective Mechanism for Quality Enhancement in Higher Education.
International SERIES on Information Systems and Management in Creative eMedia (CreMedia), [S.l.], n. 2017/1, p. 193-240, dec. 2017.
ISSN 2341-5576.
Available at: <https://www.ambientmediaassociation.org/Journal/index.php/series/article/view/264>. Date accessed: 03 dec. 2023.
Section
Articles
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