The Colleague Development Program: a multidisciplinary program of peer observation partnerships

O’Keefe, Maree; LeCouteur, Amanda; Miller, Jerry L.; McGowan, Ursula

doi:10.3109/01421590903154424

Cited by 40 publications

(50 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What is known about peer assessment in nursing is that, most commonly, faculties tend to adopt or develop a program of peer assessment in some form either as a new initiative within a faculty that is unfamiliar with the process [17][18][19][20] or as part of a university-wide initiative aimed at improving scholarship and quality of teaching through evaluation. 9,21,22 While there is some consistency in the actual process of peer assessment, it seems to be common that most programs are developed and tailored to a specific setting.…”

Section: Introductionmentioning

confidence: 99%

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Tanner¹,

Rosenau²,

Clancy³

et al. 2017

NRR

View full text Add to dashboard Cite

Background: Within academia, more than one measure of assessment is required to ensure teaching success and ongoing teaching development. Peer assessment of teaching is one of the methods that can benefit teaching development; however, there is currently a lack of nursing research literature regarding the processes, outcomes, and use of self-reflection in the peer assessment process. In the spring and summer of 2015, the development and implementation of a tailored pilot project of peer and self-assessment of teaching occurred within an undergraduate nursing program at a Western Canadian university. The overarching philosophy of the pilot project of peer and self assessment was one of using peer to peer developmental feedback as a means of creating a community of support for professional teaching development. The study reported on in this paper is an initial step in addressing a lack of research literature within the field of nursing to support the practice of peer assessment of teaching as a sustainable and effective means of offering teaching development support. Purpose: The aim of this study was to explore and describe the experiences of teaching faculty participants in the pilot project of peer and self-assessment of teaching. Methods: A qualitative descriptive design was employed to explore the experiences of pilot participants. Focus group discussions and individual interviews were used to gather data. Participants: A total of 12 nursing educators involved in the pilot project participated in the study. Findings: Conventional content analysis of the combined data rendered themes around vulnerability and the influence and importance of establishing trust in selecting a partner, making teaching public, improving teaching practice, and maintaining accountability and responsibility. Conclusion: Peer and self-assessment of teaching has the potential to benefit professional teaching development in nursing education. Both peers within a peer and self-assessment partnership can experience feelings of vulnerability. Having the courage to be vulnerable or identifying and overcoming vulnerabilities and establishing trust with a teaching colleague can result in mutual learning, can benefit individual and team growth, and can enhance accountability to the undergraduate nursing curriculum and student learning. Keywords: professional development, qualitative study, nursing faculty, self-reflection, peer assessment IntroductionSuccessful teaching is inarguably a common goal of educators, and it is one that is complex and challenging to measure. In nursing education, the current gold standard approach for measuring teaching success is through the use of student evaluations of teaching.1 While student evaluations of teaching are widely used and, for the most part, recognized as useful measures of teaching competence, solely relying on one form of 18Tanner et al feedback can have a negative impact on teaching development and the quality of education delivered to students.2 Nursing as a profession remains under pressure to ...

show abstract

Section: Introductionmentioning

confidence: 99%

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Tanner¹,

Rosenau²,

Clancy³

et al. 2017

NRR

View full text Add to dashboard Cite

show abstract

“…Most studies used qualitative methodology; some were quantitative. We found examples of beneficial outcomes for the individual teacher, including increased confidence, confirmation of good practice, a sense of belonging to a collegial community, and breaking the sense of isolation in teaching assignments (Dahlgren et al, 2006;O'Keefe et al, 2009). It has also been observed that more extensive improvement of teaching methods in the educational organization has led to increased networking and team building that creates a trusting working environment (Rosario, Lourdes, & De Juana, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature on assessment and evaluation has shown that teaching can be a lonely endeavour, and at the same time there are thresholds that must be crossed before allowing a peer to enter the sphere of teaching to make observations (Dahlgren et al, 2006;Handal, 1999). Feedback on teaching is gained primarily through evaluations provided by course participants (Handal, 1999), but relying solely on such assessments can have a built-in bias and may not deliver responses regarding feedback from all aspects of the teaching and learning situation (O'Keefe et al, 2009;Wellein, Ragucci, & Lapointe, 2009). Furthermore, selfassessment as a complementary tool for reflection and improvement may not be effective enough, if it is performed in isolation and without communication.…”

Section: The "Critical" In Critical Friendshipmentioning

confidence: 99%

“…This method involves observing and giving friendly criticism on a colleague's teaching, and it is based on integrity and mutual trust between colleagues (Costa & Kallick, 1993;Dahlgren et al, 2006;Handal, 1999;O'Keefe, Lecouteur, Miller, & McGowan, 2009). This makes it possible to gain immediate access to a colleague's expertise and feedback, which can facilitate continued professional development.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

Özek

Edgren

Jandér

2012

EBLIP

View full text Add to dashboard Cite

2012 Özek, Edgren, and Jandér. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/bync-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.Evidence Based Library and Information Practice 2012, 7.4 69 Methods -We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.Results -The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of "loneliness" in teaching. This conclusion is also supported by the findings of previous studies.

show abstract

“…On the other hand, a teacher's goal orientation might be towards pedagogical success, that is, oriented towards effectively helping individuals understand and learn subject matter, (Weinstein & Mayer, 1986); or, for example, in relation to dance teachers, effectively conveying amongst others, dance technique, artistry, history, and nutrition to students (Kassing & Jay, 2003). The examples above highlight the differences between student's and teacher's goals; hence, they illustrate why it is difficult for students to have access to knowledge about the goals which might have influenced their teachers pedagogical processes (Hutchings, 1996;O'Keefe, Lecouteur, Miller, & McGowan, 2009). …”

Section: Goalsmentioning

confidence: 99%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

View full text Add to dashboard Cite

The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

show abstract

The Colleague Development Program: a multidisciplinary program of peer observation partnerships

Abstract: Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.

Cited by 40 publications

References 8 publications

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

The acquisition of pedagogical expertise in dance : a constraints-led approach

Contact Info

Product

Resources

About