Peer Review of Teaching: Sharing Best Practices

Golparian, Shaya; Chan, Judy; Cassidy, Alice

doi:10.22329/celt.v8i0.4239

Cited by 8 publications

(13 citation statements)

References 8 publications

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“…Therefore, the findings in this study are in contrast with [17], [12], who suggested that explicit criteria and clear evaluation guidelines when evaluating each other might be helpful in avoiding bias and subjectivity. Similarly, the findings do not support [32], in discussing best peer evaluation practice, suggested informing teachers that they work with each other rather than against each other. In this study, the evaluation survey instrument consisted of explicit criteria and guidelines for peer evaluation and teachers were informed about the importance and benefits of peer evaluation when they work with each other.…”

Section: Discussioncontrasting

confidence: 67%

Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

Almutairi

Shraid

2021

IJERE

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<p>This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.</p>

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Section: Discussioncontrasting

confidence: 67%

Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

Almutairi

Shraid

2021

IJERE

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“…As stated by (Byrne et al, 2010) "much higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year". (Sullivan et al, 2012) reported that peer review of teaching was promoted in many higher institutions and used within some educational development programs, yet (Golparian et al, 2015) reported that peer observation of teaching gained "little or no prominence in university policies" and was "not universally practiced in Australian universities".…”

Section: Peer Reviewmentioning

confidence: 99%

Establishing Teachers’ Professional Development Through Peer Review

Gendroyono

2021

japendi

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The demand for professional development for teachers in higher education is paramount. In doing so, the teachers must have a good professional development scheme in upgrading their knowledge and skills in performing their main duty. This research was aimed at investigating the areas of teachers’ professional development which are supported by the implementation of peer review in team teaching. It also aims at exploring the challenges in applying team teaching. This study applied qualitative research design with the interview as the data collection method and four English teachers as the participants of the research. The result showed that there are three aspects of TPD which occur. The first one is an attitude which becomes better in terms of improved awareness of the teachers. The other element is self-esteem where it is also improved due to the feedback given after the peer review. While the third is patience. As suggested in the feedbacks, teachers require to be more patients in dealing with misbehaving students. As for the challenges, it can be concluded that they come from two different sources. The first one is from the individual teacher where they think that some of the suggestions cannot be done or too hard to do. The second one is, Since TPD requires funding, the institution should also provide necessary and sufficient funding to support the TPD. This can be done by setting up the policy dealing with the sustainable TPD which, in turn, will give more benefits to the institution.

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“…Formally, active listening as a skill has been a major component of the training we have been providing in our centre to faculty Peer Reviewers of Teaching since 2006. Faculty peer reviewers meet with reviewees before and after observing their teaching to come to a mutual understanding of where feedback is expected, and provide and discuss feedback based on the classroom observation (Cassidy & Johnson, 2006;Golparian, Chan, & Cassidy, 2015). The effectiveness of peer review of teaching relies on the reviewers' ability to identify the needs of the reviewees and offer constructive feedback accordingly, which is why active listening is an important focal point in the Introduction to Peer Review of Teaching Workshop that we offer.…”

Section: Interpretation and Openness As Two Pillars Of Active Listeningmentioning

confidence: 99%

Balancing Openness and Interpretation in Active Listening

Topornycky

Golparian

2016

CELT

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Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have allowed us to highlight the risks involved in applying techniques of active listening while engaging in our day to day practices as educational developers. In this paper, we share a short historical review of theories and approaches to active listening and identify its two inherent orientations: humanism and professionalism. We highlight openness and interpretation as two pillars of active listening and explore ways of maintaining a balance between those pillars as they relate to techniques of humanism and professionalism. We explain aspects of the interactive session we facilitated during STLHE 2015 where, as a group, we named and discussed ways that active listening could go wrong. We explore ways that we, as educators and educational developers, might recognize when we may be foregrounding technique over listening, and how to correct some of these issues.

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Peer Review of Teaching: Sharing Best Practices

Cited by 8 publications

References 8 publications

Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students

Establishing Teachers’ Professional Development Through Peer Review

Balancing Openness and Interpretation in Active Listening

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