Leading Developmental Peer Observation of Teaching in Higher Education
Perspectives from Australia and England
Bibliographic Data
| ID | 8407537 |
|---|---|
| Authors | Dallas Wingrove (RMIT University, corresponding author), Linda Hammersley‐fletcher (Manchester Metropolitan University), Linda Hammersley-Fletcher (0000-0002-4443-6856), Angela Clarke (0000-0002-2712-8827, RMIT University), Andrea Chester (0000-0001-9245-0831, RMIT University) |
| Year | 2018 |
| Volume | 66 |
| Issue | 3 |
| Pages | 365-381 |
| Publication date | 2018-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2017.1336201 |
| OpenAlex | W2621580990 |
| Language | EN |
| Citations received | 5 |
| References cited | 21 |
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change
Ethos · Pedagogy · Political science · Quality (philosophy) · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Law · Psychology · Reflective Practices in Education
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |