Creating shared spaces: developing teaching through peer supervision groups

Abstract

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Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

“…One study reported that cross-disciplinary CFD usually focuses more on student experience, but intradisciplinary CFD focuses more on the subject and its delivery (Hammersley-Fletcher & Orsmond, 2004; Yiend et al, 2014). Moreover, some have suggested that the primary goal of CFD is to share teaching methods and to improve opportunities for collaborative reflection on teaching, which is not bound to one discipline (de Lange & Wittek, 2018; Vian & Ashigbie, 2015). It is also acknowledged that a dominating common set of teaching values within one discipline might silence the most “radical lecturers” and reduce the variety of teaching approaches (Quinlan, 1995).…”

“…This might be feedback provided by a peer, specific pedagogical problems noted by a participant, teaching material that is shared with colleagues, or a teaching session observed by peers. Such cultural tools structure interaction and give purpose, for example, by describing a pedagogical problem as a starting point for further conversations or defining the roles of the involved peers during meetings (e.g., de Lange & Wittek, 2018; Kenny et al, 2014). At the same time, these mediating tools may be changed throughout CFD activities, such as when the presenting faculty refines the pedagogical problem based on input from their peers (A.…”

“…Among the cultural tools at play during CFD interactions, one of the most important is the feedback that faculty members receive on their own teaching. For meetings between peers to be of pedagogic value, it is important that they engage in discussion in a constructive manner (de Lange & Wittek, 2018; Hammersley-Fletcher & Orsmond, 2005; Shortland, 2010). A teaching review process in which faculty are merely informed about how they are rated on various quality criteria rather than receiving formative feedback is therefore unlikely to contribute to the development of teaching quality.…”

“…In these contexts, collegial approaches mainly emerged to serve summative purposes, for example using PRT as part of yearly staff-appraisal schemes. In Scandinavia, some institutions have a long tradition of using peer faculty for developmental purposes, but the use of peers for staff appraisal is a much less common practice (de Lange & Wittek, 2018).…”

Kollegaveiledning i “Teacher support teams”

“…Det å drøfte utfordringer i undervisningshverdagen med kolleger som man stoler på, er anbefalt som en effektiv tilnaerming for kvalitetsarbeid i høyere utdanning (Costa & Kallik, 1993;Kohut, Burnap, & Yon, 2007;Sachs & Parsell, 2013), og det anbefales gjerne å benytte en bestemt metode for å skape en forutsigbar og fokusert innramming (de Lange og Lauvås 2018;Thomas et al, 2014). Når profesjonsutøvere fra ulike miljøer møtes for å samarbeide, bidrar det til at ekspertise distribueres (Edwards 2005(Edwards , 2011de Lange & Wittek, 2018). Gjennom samarbeid må deltakerne klargjøre sin egen kompetanse, både for seg selv og andre, samtidig som det skapes ny kompetanse på tvers av de som deltar (Hontvedt, Silseth & Wittek, 2019).…”