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Peer review of teaching is a collegial process designed to help academics reflect on and improve their teaching practice. Considerable research supports the value of peer review of teaching. However, uptake of voluntary programs is typically low. Few studies have examined the predictors of engagement in voluntary peer review. This study surveyed 221 (106 female, 115 male) academics in the first year of implementation of a peer review of a teaching program at a large dual-sector university. Results supported the impact of four key variables on willingness to engage in peer review of teaching: the perceived benefits of the program, an individual's perceived need for support around teaching, perceived drawbacks of the program and career-related benefits. Level of teaching experience was related to willingness to engage: staff with moderate levels of teaching experience were most willing to participate in the program. Limitations of the study are noted and recommendations for peer-review programs are provided. 相似文献
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Bella Ross Angela Carbone Katherine Lindsay Steve Drew Liam Phelan Caroline Cottman 《International Journal for Academic Development》2016,21(4):350-363
The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed. 相似文献
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同伴指导:教师专业发展的重大抉择 总被引：2，自引：0，他引：2
同伴指导作为一种新的教师专业发展策略,自上个世纪80年代起受到西方学者的高度关注.同伴指导是以实践中的教师为主体,以合作研究为基础,其最大意义在于改善教学,与教师专业发展的关系极为密切.中国拥有比较久远的同伴指导的历史,设有专门的教研组和较为固定的教研活动,但是有关同伴指导的研究却比较少,能够较为准确、规范的操作同伴指导的更是少之又少. 相似文献
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Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching 
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下载免费PDF全文 Andee Agius Neville Calleja Christian Camenzuli Roberta Sultana Richard Pullicino Christian Zammit Jean Calleja Agius Cristoforo Pomara 《Anatomical sciences education》2018,11(4):346-357
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Kym Fraser Yoni Ryan Susan Bolt Peter Copeman Caroline Cottman Marie B. Fisher 《International Journal for Academic Development》2019,24(3):286-300
Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes. 相似文献
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Bart Huisman Nadira Saab Paul van den Broek Jan van Driel 《Assessment & Evaluation in Higher Education》2019,44(6):863-880
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synthesized the results of 24 quantitative studies reporting on higher education students’ academic writing performance after peer feedback. Engagement in peer feedback resulted in larger writing improvements compared to (no-feedback) controls (g?=?0.91 [0.41, 1.42]) and compared to self-assessment (g?=?0.33 [0.01, 0.64]). Peer feedback and teacher feedback resulted in similar writing improvements (g?=?0.46 [-0.44, 1.36]). The nature of the peer feedback significantly moderated the impact that peer feedback had on students’ writing improvement, whereas only a theoretically plausible, though non-significant moderating pattern was found for the number of peers that students engaged with. Second, this study shows that the number of well-controlled studies into the effects of peer feedback on writing is still low, indicating the need for more quantitative, methodologically sound research in this field. Findings and implications are discussed both for higher education teaching practice and future research approaches and directions. 相似文献
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Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near‐peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near‐peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first‐ and second‐year medical students and evaluates the perceptions of the near‐peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first‐ and second‐year students, who themselves view the inclusion of near‐peer teachers as a positive element in their learning. Anat Sci Educ 2:227–233, 2009. © 2009 American Association of Anatomists. 相似文献
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Kylie Pickles Jason J. Ivanusic Junhua Xiao Callum Durward Andrea B. Ryan Jennifer A. Hayes 《Anatomical sciences education》2019,12(1):82-89
Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops. 相似文献
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The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers. 相似文献
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Richard Blackwell 《Higher Education Quarterly》1996,50(2):156-171
Peer Observation of Teaching (POT) is a little used way of stimulating reflection on and improvement of teaching. It is an unusual form of staff development [SD] that emphasises continuous processes and peer feedback rather than course attendance. This paper describes the principles and practice of POT, including potential benefits and drawbacks and discusses the conditions necessary for it to flourish in departments and institutions. It argues that POT overcomes the problem of staff ownership'of SD by connecting with peer culture but may be promoted, implemented and supported by SD functions linked to personnel departments. Thus SD functions may play a more substantial role in their organisations'development than hitherto. 相似文献
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同伴教学对大学英语学生认知、交际和情感发展的影响 总被引：1，自引：0，他引：1
不少研究证明同伴教学是提高学生英语应用能力的有效方法。通过对宁波大学外语学院同伴教学活动研究,结果表明:学生在参加同伴教学活动后,英语技能和交际能力有了提高,学习英语的自信心也增强了。因此,同伴教学活动不仅能有效提高学生的英语学习能力、交际能力,还有利于学生的情感发展。 相似文献
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Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The
operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year
study of the development of a peer mentoring program in which feedback is used to improve program implementation. Evidence
from surveys of participants in the program shows that this process has significantly enhanced their experiences and that
the effects of these benefits have increased throughout the life of the program. Moreover, participation in the program enhanced
the leadership, communication, and organizational skills of the peer mentors. 相似文献
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Jenny Byrne Hazel Brown Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228
Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system. 相似文献
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Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia. 相似文献
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This paper explores one implementation of an extended, structured, collaborative professional experience program. Its context is a new partnership between a university and a professional experience school. The program draws on elements of Instructional Rounds and Lesson Study, framed around a learning community model of professional experience for peer collaboration, observations, reflections and discussions across disciplines by pre-service teachers. Results show that pre-service teachers experienced a sense of belonging, developed professional relationships and dialogue with staff and peers, linked theory with practice, and developed dispositions for on-going improvement of teaching quality, all factors likely to improve their readiness for teaching. On the other hand, participants faced challenges in terms of logistics and communication, time pressure and anxiety and power relations between novice and expert. 相似文献
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同伴互助听课是建立在听课基础上的又不等同于传统听课的活动,它是以教师专业发展为目的的听课。对教师专业发展具有重要的促进作用。在教师专业发展视野下的同伴互助听课的实施应从听课的计划与准备、课堂听课、信息反馈及重构教学理念四个基本环节出发,实现教师之间的合作与经验的共享,加强反思来创新教育理念,精练教学技能,促进专业成长,提高教学水平。 相似文献
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Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided. 相似文献