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Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases

Citation

Drew, S and Klopper, C, Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases, Higher Education, 67, (3) pp. 349-367. ISSN 0018-1560 (2014) [Refereed Article]

Copyright Statement

Copyright 2013 Springer Science+Business Media Dordrecht

DOI: doi:10.1007/s10734-013-9657-1

Abstract

An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics’ teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic peer observers, students, and reflections on practice. Collating multiple perspectives on multiple instances of observed teaching a focused analysis is undertaken to provide an insight into development opportunities for a teaching culture and context. The investigation was undertaken in response to organizational needs in an increasingly competitive higher education sector where strong quality statements around teaching and learning outcomes are a matter of importance for organizational success. This paper will be of interest to academic developers and leaders in quality enhancement in higher education.

Item Details

Item Type:Refereed Article
Keywords:Peer review and observation of teaching, Multiple perspectives, Organization wide development, Evaluation
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy not elsewhere classified
Objective Division:Expanding Knowledge
Objective Group:Expanding Knowledge
Objective Field:Expanding Knowledge in Education
Author:Drew, S (Dr Steve Drew)
ID Code:111793
Year Published:2014
Web of Science® Times Cited:9
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2016-10-07
Last Modified:2017-11-18
Downloads:0

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