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Working in triads: A case study of a peer review process

Citation

Grainger, P and Bridgstock, M and Houston, T and Drew, S, Working in triads: A case study of a peer review process, Journal of University Teaching & Learning Practice, 12, (1) pp. 1-25. ISSN 1449-9789 (2015) [Refereed Article]


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Copyright Statement

Copyright 2015 JUTLP

Official URL: http://ro.uow.edu.au/jutlp/

Abstract

Peer review of teaching has become an accepted educational procedure in Australia to quality assure the quality of teaching practices. The institutional implementation of the peer review process can be viewed as genuine desire to improve teaching quality or an imposition from above as a measure of accountability and performativity. One approach is to conduct the peer review process as a team or a triad, involving a group of three academics. This article reviews this process of peer review through the eyes of the participants. The results of the study indicate that the peer review process upon which this study is based, has the potential to not only significantly impact academics’ pedagogy but to improve teaching confidence and associated benefits in regard to evidence based teaching for promotional opportunities.

Item Details

Item Type:Refereed Article
Keywords:peer review of teaching, triads, success factors, case study
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Education Assessment and Evaluation
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Education and Training not elsewhere classified
Author:Drew, S (Dr Steve Drew)
ID Code:111732
Year Published:2015
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2016-10-04
Last Modified:2016-11-08
Downloads:0

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