Book chapter 2014

Peer review in a foundations in learning and teaching program

Peer Review of Learning and Teaching in Higher Education: International Perspectives
Journal · pp. 137-149
Abstract

Most universities offer a program to prepare their academics for university teaching. One common focus of these programs across Australia is that of developing academics as reflective practitioners. A variety of approaches and strategies are adopted towards achieving this outcome. This chapter presents a rationale and case study for the pivotal role of reflective capacity in developing the academy through the mandated practice of peer review in a university teacher preparation program. © Springer Science+Business Media Dordrecht 2014.

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Author Affiliations
Macquarie University, Sydney, NSW, Australia
Funding & Acknowledgements
No funding information
References 10 References
1 Classroom Assessment Techniques A Handbook for College Teachers, (1993)
2 International Journal for Academic Development, (2001)
3 Peer Observation Partnerships in Higher Education, (2005)
4 Biggs, John B., From Theory to Practice: A Cognitive Systems Approach, Higher Education Research & Development, 12, 1, pp. 73-85, (1993)
5 Teaching for Quality Learning at University, (1999)
6 Becoming A Critically Reflective Teacher, (1995)
7 Byrne, Jenny, Peer development as an alternative to peer observation:A tool to enhance professional development, International Journal for Academic Development, 15, 3, pp. 215-228, (2010)
8 Clark, Burton R., Sustaining change in universities: Continuities in case studies and concepts, Tertiary Education and Management, 9, 2, pp. 99-116, (2003)
9 Clarke, Deborah K., Examining the efficacy of a work-based learning project: Preparing new academics to teach in higher education, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 147-158, (2012)
10 Cornford, Ian R., Reflective teaching: Empirical research findings and some implications for teacher education, Journal of Vocational Education and Training, 54, 2, (2002)
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