Supporting peer observation of teaching: Collegiality, conversations, and autonomy

Bell, Amani; Thomson, Kate

doi:10.1080/14703297.2016.1212725

Cited by 19 publications

(21 citation statements)

References 31 publications

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“…Bell & Mladenovic, 2015), and improve practical teaching (Barnard et al, 2011). In addition, collegial approaches have been shown to create community and collegiality among faculty (A. Bell & Thomson, 2018) and help them critically reflect on the social context and dynamics of the teaching situation (Peel, 2005).…”

Section: Collegial Faculty Development In Higher Educationmentioning

confidence: 99%

“…In addition, collegial approaches have been shown to create community and collegiality among faculty (A. Bell & Thomson, 2018) and help them critically reflect on the social context and dynamics of the teaching situation (Peel, 2005). The observed faculty members are not the only ones who benefit from the process, as the observers also perceive the process as valuable (Hendry et al, 2014).…”

Section: Collegial Faculty Development In Higher Educationmentioning

confidence: 99%

“…As a result, universities and colleges worldwide have been giving increasing attention to ways in which academic faculty might improve their teaching quality to support students’ learning (Harvey & Williams, 2010). In the wake of this development, assuring and developing teaching quality are increasingly regarded as a collaborative endeavor rather than the private responsibility of individual faculty members (A. Bell & Thomson, 2018; Wingrove et al, 2018).…”

mentioning

confidence: 99%

“…In the wake of this development, assuring and developing teaching quality are increasingly regarded as a collaborative endeavor rather than the private responsibility of individual faculty members (A. Bell & Thomson, 2018;Wingrove et al, 2018). Against this backdrop, collegial approaches to faculty development and quality assurance have started gaining ground.…”

mentioning

confidence: 99%

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

Esterhazy

Lange

Bastiansen

et al. 2021

Review of Educational Research

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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.

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Section: Collegial Faculty Development In Higher Educationmentioning

confidence: 99%

Section: Collegial Faculty Development In Higher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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

Esterhazy

Lange

Bastiansen

et al. 2021

Review of Educational Research

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“…Se aplica especialmente a aquellos profesores observados, aunque también a los observadores y directivos. Los efectos percibidos por estos actores pueden sintetizarse como sigue: incrementa la colegialidad entre miembros de una institución educativa; ayuda a identificar aspectos débiles de la docencia como también reafirma aquellas prácticas efectivas (Bell y Thomson, 2016;Brix et al, 2014;Thomas et al, 2014;Whipp y Pengelley, 2017); contribuye a la reflexión de parte de ambos involucrados y a la modificación de prácticas docentes (Alabi y Weare, 2014;Donnelly, 2007;Grainger et al, 2015;Harris et al, 2008); motiva a los profesores a enseñar desde otras perspectivas y con otras metodologías; conduce a respetar las formas de enseñar de los colegas (O'Leary y Price, 2016; Thomas et al, 2014); incentiva la discusión colectiva acerca de la docencia y, por lo tanto, la visibiliza y hace pública, quitándole en parte el carácter privado e individual que suele tener (Rush Pierce et al, 2018). En algunos casos la observación revela aspectos desconocidos a los docentes observados, es decir, comportamientos sobre los cuales no eran conscientes; los docentes se abren a la crítica y la innovación, especialmente debido a la confianza depositada en el par observador (Blackwell y McLean, 1996).…”

Section: Sobre El Impacto De La Retroalimentación Por Paresunclassified

Retroalimentación por Pares en la Docencia Universitaria. Una Alternativa de Evaluación Formativa

Contreras

2018

Form. Univ.

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Este artículo tiene como propósito ofrecer orientaciones teóricas y metodológicas para implementar la retroalimentación de la docencia por pares en la educación superior. La retroalimentación de la docencia por pares permite reflexionar en conjunto sobre las fortalezas y debilidades en la enseñanza y potenciar la colegialidad entre miembros de una o distintas unidades académicas. Se presenta el contexto de las universidades en Chile y luego una discusión conceptual sobre el tema. A partir de ello se consideran principios para la práctica y posteriormente se propone un ciclo de trabajo para su implementación. Se presenta un ejemplo real que contempla el ciclo de reunión de pre observación, registro de la observación de clases, informe previo, reunión de post observación e informe final. En una primera instancia, la experiencia fue efectiva en provocar la reflexión del profesor sobre su docencia y cómo podría esta influir en el aprendizaje de sus estudiantes. Se concluye que la retroalimentación puede ser una poderosa herramienta para mejorar la práctica docente, aunque debe contarse con una política institucional que la apoye.

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Spaces and Places for Connection in the Postdigital University

et al. 2022

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This study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less attention has been devoted to the spaces in which educators learn. Our findings are considered against a backdrop of the ongoing disruption of the Covid-19 pandemic, meaning that opportunities for interaction have assumed even greater significance, and the ways in which we use and understand teaching spaces are in flux. As such, our data highlights how the move to digital and hybrid learning is blurring the boundaries of spaces and places, reorienting what it means to teach and to learn in a postdigital higher education landscape. We engage sociomaterial and spatial concepts to examine how spaces entangle with university teachers’ experiences, and we explore the shifting nature of interaction and space in post-pandemic times.

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Supporting peer observation of teaching: Collegiality, conversations, and autonomy

Cited by 19 publications

References 31 publications

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

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

Retroalimentación por Pares en la Docencia Universitaria. Una Alternativa de Evaluación Formativa

Spaces and Places for Connection in the Postdigital University

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