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ERIC Number: EJ1036701
Record Type: Journal
Publication Date: 2014-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0018-1560
Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases
Drew, Steve; Klopper, Christopher
Higher Education: The International Journal of Higher Education and Educational Planning, v67 n3 p349-367 Mar 2014
An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics' teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic peer observers, students, and reflections on practice. Collating multiple perspectives on multiple instances of observed teaching a focused analysis is undertaken to provide an insight into development opportunities for a teaching culture and context. The investigation was undertaken in response to organizational needs in an increasingly competitive higher education sector where strong quality statements around teaching and learning outcomes are a matter of importance for organizational success. This paper will be of interest to academic developers and leaders in quality enhancement in higher education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A