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ERIC Number: EJ903359
Record Type: Journal
Publication Date: 2010-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0309-877X
Teacher Immediacy: Reflections on a Peer Review of Teaching Scheme
Nixon, Sarah; Vickerman, Philip; Maynard, Carol
Journal of Further and Higher Education, v34 n4 p491-502 Nov 2010
Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though international research, particularly in the United States, suggests it enhances lecturer-student interaction. The study identified three key factors that can enhance teaching through the development of immediacy skills. These were: voice and verbal qualities; body language; and location in the teaching space and environmental factors. This article suggests that, based on the evidence from the four lecturers, any PRT scheme that wishes to focus upon enhancing teacher effectiveness should consider addressing these themes in order to facilitate enhanced lecturer-student interaction. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States