ERIC Number: EJ828838
Record Type: Journal
Publication Date: 2009-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: N/A
Peer Review of Teaching Embedded Practice or Policy-Holding Complacency?
Kell, Clare; Annetts, Susan
Innovations in Education and Teaching International, v46 n1 p61-70 Feb 2009
Peer review of teaching (PRT) depicts as many different definitions, processes, rationale and underpinning values as there are participating individuals. This paper reports the activities of one academic department who were forced to address the issues of perceived clarity, value and ownership when faced with an unexpectedly low completion rate in one academic cycle. A novel data collection event mapped departmental perception of existing and "utopian" PRT processes. Affective descriptors were an important component of the data. The results were used to develop an approach owned by the individual and better suited to the specific culture, needs, values and staff of the department. (Contains 2 tables.)
Descriptors: Foreign Countries, Peer Evaluation, Teaching Methods, Instructional Effectiveness, Low Achievement, Departments, Data Collection, Faculty Evaluation, Professional Continuing Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)
Grant or Contract Numbers: N/A