Developing teaching capabilities in FBE through peer review of teaching
Brown Bag Research Series
Over recent decades peer review of teaching has become an important mechanism for improving the quality of teaching in higher education. While there is considerable international research on peer review of teaching outcomes, these are not widely reported within Australian universities. This presentation reports on a systematic review of published studies examining peer review of teaching characteristics that contribute to teaching development in Australian higher education. A thematic synthesis revealed teaching development outcomes gained through peer review of teaching span factors at organisational (N =16), program (N =13) and individual (N =4) levels. Organisational factors included disciplinary context, program sustainability, collegiality and leadership. Program factors included framework, program design, basis of participation, observation, feedback and reflective practice. Factors at the individual level included prior experience and participants’ perceived development requirements. An analysis of these findings draws on the scholarship of teaching and learning literature and forms a conceptualisation of how peer review of teaching can support scholarly teaching development.
Presenter: Ms Alexandra Johnston, Associate Lecturer, WCLA. Alexandra co-coordinates the Tutoring in Higher Education WCLA program for tutors new to FBE. Alexandra is currently completing her PhD on academics’ experience of peer review of teaching in higher education. She has coordinated and taught subjects in organisational psychology, motivation, performance and wellbeing. Alexandra’s research includes academic teaching development, peer review of teaching, teaching quality, scholarly teaching and the scholarship of teaching and learning.