Leading developmental peer observation of teaching in higher education: Perspectives from Australia and England

Wingrove, D, Hammersley-Fletcher, L, Clarke, A and Chester, A 2018, 'Leading developmental peer observation of teaching in higher education: Perspectives from Australia and England', British Journal of Educational Studies, vol. 66, no. 3, pp. 365-381.


Document type: Journal Article
Collection: Journal Articles

Title Leading developmental peer observation of teaching in higher education: Perspectives from Australia and England
Author(s) Wingrove, D
Hammersley-Fletcher, L
Clarke, A
Chester, A
Year 2018
Journal name British Journal of Educational Studies
Volume number 66
Issue number 3
Start page 365
End page 381
Total pages 17
Publisher Routledge
Abstract 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.
Subject Higher Education
Keyword(s) peer observation of teaching
peer feedback
peer review
leadership
DOI - identifier 10.1080/00071005.2017.1336201
Copyright notice © 2017 Society for Educational Studies
ISSN 0007-1005
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