Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality and the role that peer review can play in supporting improvements in teaching and student outcomes. This agenda is a pervasive element of the further development of higher education internationally through activities of governments, global agencies, institutions of higher education, discrete disciplines, and individual teachers. Many universities have adopted student evaluations as a mechanism to appraise the quality of teaching. These evaluations can be understood as providing a “customer-centric” portrait of quality; and, when used as the sole arbiter of teaching performance they do not instil confidence in the system of evaluation by academic teaching staff. Providing peer perspectives as counterpoint, whether in a developmental or summative form, goes some way to alleviating this imbalance and is the impetus for the resurgence of interest in peer review and observation of teaching. This book seeks to recognise cases of peer review of teaching in Higher Education to affirm best practices and identify areas that require improvement in establishing local, national and international benchmarks of teaching quality.
Зміст
Foreword; Preface; Acknowledgements; List of Figures and Tables; Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education; Defining and Developing a Framework for the Peer Observation of Teaching; PRO-Teaching: Sharing Ideas to Develop Capabilities; Enhancing Learning by Enhancing Teaching: Peer Assisted Review and Observation for Course and Teaching Quality Improvement; Peer Assisted Reflection for Studio Music Teachers: Toward Transformative One-to-One Teaching and Learning; Peer Observation in the Online Learning Environment: The Case of Aviation Higher Education; Peer Review of Teaching Law to Business Students in Traditional and Flipped Lecture Environments; Analysing Peer Pedagogic Practices as a Positive Contribution to Academic Professional Development: A Strategic Approach to Improving Faculty Teaching; Challenges Associated with Assessing Teaching Delivery in an Embodied, Experiential and Expressive Learning Environment: Performance Practice Training and PRO-Teaching; Everyone’s a Critic: The Power of Peer Review: A Pedagogical Case Study of Quality Enhancement Methods in a Music Education Course; From 1–2–1 Instrumental to Large Class Academic Teaching: A Case of the 21st Century Conservatoire Lecturer; Story-Telling in Lectures: How a Narrative Pedagogy Can Create Meaning for Students in Large Group Settings; Peer Observation as a Collaborative Vehicle for Innovation in Incorporating Educational Technology into Teaching: A Case Study; The Reluctance of Scientists to Engage in Peer Review of Teaching: Finding the Way Forward; Using Most Significant Change to Evaluate Impact of the PRO-Teaching Project; Contributors.
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