Impact and Attitudes about Peer Review of Teaching in a Canadian Pharmacy School

Abstract

Objective. To evaluate attitudes toward peer review of teaching and its impact on teaching practices and perceptions.Methods. The University of Waterloo School of Pharmacy implemented a peer review of teaching program in 2015. Reviewees were invited to complete an electronic survey that captured attitudes toward teaching, attitudes toward peer review, and changes in teaching practices, and to participate in semistructured interviews for more in-depth probing.Results. A total of 26 (76%) instructors completed the survey. Instructors agreed that peer reviews of teaching are a development opportunity (96%), and 73% were comfortable with the idea of peer review.Over half (58%) indicated that the review made them feel more confident that their teaching strategies were effective, and the same percentage indicated that they planned to make changes to their teaching as a result. Few instructors indicated that peer review changed their attitudes toward teaching (12%) or increased the value they placed on teaching (34%). attempts to make the reviewee comfortable were perceived to be successful; feedback on teaching was positive but not critical enough; lack of clarity around the purpose of the feedback; and only minor changes to teaching approach were planned from the review.Conclusions. Peer review of teaching was well-received and feedback was confirmatory in nature but had minimal impact on teaching practices as it was not deemed to be critical enough. Changes to the existing program will aim to increase its impact on teaching practices.

Teacher Coassessment Process in Higher Education

“…In addition, this process will also allow the observed teacher to suggest that the observer teacher should pay attention to certain aspects in which he/ she would like to receive feedback on (Center for Teaching Support & Innovation, 2017). In the same way, this process offers benefits for the observer teacher because as stated by Richard (2019) the observers through the observation have the opportunity to make a self-reflection of their teaching practice and make significant changes that allow them to improve the execution of their classes.…”

Fagfellevurdert undervisning og kollegarettleiing i høgare utdanning. Frå modell til gjennomføring

“…Samstundes er det reservasjonar imot kollegarettleiing/fagfellevurdering som ikkje må undervurderast om ein planlegg å sette i verk eit slik prosjekt. Frykt for å bli observert av andre og usikkerheita for kva og korleis ein skal observerast må takast omsyn til (Richard et al, 2018;Thomas et al, 2014). Det vil truleg vere laerarar som ikkje ynskjer å delta.…”

“…Det kan vere fleire grunnar til at laerarar er skeptiske til kollegarettleiing og fagfellevurdert undervisning, noko som ikkje må undervurderast. Usikkerheit til kva og korleis prosessen skal vurderast kan vere ein barriere (Richard, Lillie, Mathias, & McFarlane, 2018;Thomas et al, 2014). Det kan knytast skepsis til om ein kollega er kvalifisert å gi tilbakemelding og det kan mangle klarleik i kva som skal givast tilbakemelding på.…”

“…Det kan knytast skepsis til om ein kollega er kvalifisert å gi tilbakemelding og det kan mangle klarleik i kva som skal givast tilbakemelding på. Tilbakemeldinga kan opplevast som diffus og lite konstruktiv (Iqbal, 2014;Richard et al, 2018).…”

Creating a Peer Review of Teaching Process to Enhance Instructor Feedback in Engineering Education

“…Faculty who use peer review find that both reviewer and reviewee benefit and are able to identify areas for improvement (Teoh, et al, 2016). It encourages pedagogical discourse through mutual and self-reflection and increases instructors' confidence in their teaching (White et al, 2014;Richards, et al, 2019). In addition, peer review can be an opportunity for faculty to deepen their collegial relationships and engage in a more collaborative teaching process (Mundy & Grabau, 1999;Thomas, et al, 2014).…”