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ERIC Number: EJ828838
Record Type: Journal
Publication Date: 2009-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1470-3297
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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)