Peer reviews of teaching as appreciative inquiry: learning from "the best" of our colleagues.
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| Title: | Peer reviews of teaching as appreciative inquiry: learning from "the best" of our colleagues. |
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| Authors: | Fileborn, Bianca1 biancaf@unimelb.edu.au, Wood, Mark2, Loughnan, Claire1 |
| Source: | Higher Education (00181560). Jan2022, Vol. 83 Issue 1, p103-117. 15p. |
| Subject Terms: | *Peer review of teachers, *Educators, *Grade repetition, *Professional education, *Higher education, *Adults, Appreciative inquiry |
| Abstract: | Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source of anxiety for educators. In this paper, we draw on scholarly reflections from our experience of undertaking a reciprocal, formative peer review in an Australian higher education setting. Our findings provide novel conceptual, empirical, and practical insights by providing the first application of an appreciative inquiry framework to the process of peer review. We argue that adopting an appreciative inquiry framework assists us in learning from "the best" aspects of our colleagues' teaching. Moreover, it offers a framework for understanding and responding to some of the challenges long-associated with peer review. In doing so, it presents potential benefits pertaining to student retention and learning outcomes, while opening up new possibilities for researching and practicing peer review. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Research on peer review to date has focused on its role as a formal compliance mechanism, a process for enhancing and developing teaching practice, and as a considerable source of anxiety for educators. In this paper, we draw on scholarly reflections from our experience of undertaking a reciprocal, formative peer review in an Australian higher education setting. Our findings provide novel conceptual, empirical, and practical insights by providing the first application of an appreciative inquiry framework to the process of peer review. We argue that adopting an appreciative inquiry framework assists us in learning from "the best" aspects of our colleagues' teaching. Moreover, it offers a framework for understanding and responding to some of the challenges long-associated with peer review. In doing so, it presents potential benefits pertaining to student retention and learning outcomes, while opening up new possibilities for researching and practicing peer review. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00181560 |
| DOI: | 10.1007/s10734-020-00637-9 |
