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

Abstract

Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conceptual framework drawing on sociocultural perspectives of learning. We propose the term “collegial faculty development” (CFD) to encompass all practices that support faculty in developing their teaching quality by drawing on the expertise of their colleagues. Our framework conceptualizes the main elements of CFD and shows how different contextual, individual, and relational factors shape the way CFD unfolds. Based on these theoretical considerations, we discuss issues of intersubjectivity, materiality, and temporality as potential avenues for further research.

The University Teachers’ Perceptions of Peer Observation

“…The research shows that teachers may consider this tool as a bureaucratic process (Shortland, 2004); they can also refer to the process as a part of annual teacher performance appraisal. According to Esterhazy et al (2021), the majority of practitioners underestimate the value of peer observation by treating it as a one-time event rather than linking it to a broader understanding. This evaluative method can be regarded as challenging practice as it requires reflecting critically, detecting the pros and cons of teaching, providing constructive feedback and accepting negative comments (Bell, 2005).…”

Breaking the isolation: A study of university teachers’ collective development

“…Peer review of teaching, which includes colleagues engaging in exploratory dialogue about teaching practices and analysing different areas of practice, has, in recent years, become more commonly used as a tool for structured peer development in institutional settings (Donnelly, 2007;Gosling, 2014). Esterhazy et al (2021) identify collegial faculty development as an umbrella concept, revolving around different elements of collegial work in higher education, where university teachers observe each other during teaching and use these observations to generate reflective discussions around collaborative development on their teaching practices. Previous research has identified several positive outcomes of peer review, including the discovery of new ways of talking about teaching, increased confidence and emerging self-efficacy, the development of teaching skills and stronger collegiality, as well as mitigating feelings of isolation (e.g., Bell & Cooper, 2013;Centra, 1993;de Lange & Wittek, 2018;Donnelly, 2007;Engin, 2016;Hendry, Bell, & Thomson, 2014;Hutchings, 1996;Hutchings, 1995;Sell & Chism, 1988;Shortland, 2010).…”

“…However, research on peer review also acknowledges some drawbacks (Gosling, 2014) regarding the subjective nature of what constitutes good teaching. For example, Esterhazy et al (2021) suggest that 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 less likely to contribute to the development of teaching quality. Other drawbacks include staff reluctance to engage in peer review and the risk of engaging in peer review only to comply with institutional policies, focusing too much on what is visible in the classroom, and the underlying power dynamic in the feedback situation, which might cause observed-teacher anxiety.…”

Learning mobility for tertiary education in the context of globalization in European Union

“…Thus, by improving the quality of teaching, teachers come to the aid of students. This collaboration can lead to higher student motivation, but also to positive influences on learning outcomes (Esterhazy et al, 2021).…”