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Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings: A Meta-Synthesis
Citation
Teoh, SL and Ming, LC and Khan, TM, Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings: A Meta-Synthesis, SAGE Open, 6, (3) pp. 1-8. ISSN 2158-2440 (2016) [Refereed Article]
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Copyright Statement
Copyright 2016 The authors. Licensed under Creative Commons Attribution 3.0 Unported (CC BY 3.0) https://creativecommons.org/licenses/by/3.0/
DOI: doi:10.1177/2158244016658085
Abstract
Peer review of teaching (PRT) is one of the various assessment methods employed to assess teaching effectiveness. The
current meta-synthesis aims to summarize the faculty perceived barriers and attitudes toward PRT process. A systematic
search was done across a range of databases, with 26 studies being found acceptable for data extraction. Because all the data
were presented in narrative form only, no statistical test was applied to assess the significance, difference, or association
between the variables. A thematic analysis was performed, which identified the following significant issues: the importance
of the involvement of teaching experts in the PRT process, the content of PRT and quality of feedback, objectives associated
with PRT, and faculty perceived barriers to PRT. Overall, it is shown that academic culture, time-related issues, and the need
for restructured PRT guidelines are common barriers to a willingness to participate in PRT.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | peer review of teaching, quality of feedback, academic culture, thematic analysis, faculty perceived barrier |
| 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 |
| UTAS Author: | Ming, LC (Dr Long Ming) |
| ID Code: | 117105 |
| Year Published: | 2016 |
| Web of Science® Times Cited: | 5 |
| Deposited By: | Medicine |
| Deposited On: | 2017-05-31 |
| Last Modified: | 2018-03-29 |
| Downloads: | 108 View Download Statistics |
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