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Moving beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

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Title: Moving beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development
Language: English
Authors: Esterhazy, Rachelle (ORCID 0000-0003-0494-1417), de Lange, Thomas, Bastiansen, Sofie, Wittek, Anne Line
Source: Review of Educational Research. Apr 2021 91(2):237-271.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 35
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Peer Evaluation, College Faculty, Faculty Development, Collegiality, Expertise, Observation, Context Effect, Organizational Climate, Teacher Characteristics, Educational Research, Foreign Countries
Geographic Terms: United Kingdom, Australia, Norway
DOI: 10.3102/0034654321990721
ISSN: 0034-6543
Abstract: Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conceptual framework drawing on sociocultural perspectives of learning. We propose the term "collegial faculty development" (CFD) to encompass all practices that support faculty in developing their teaching quality by drawing on the expertise of their colleagues. Our framework conceptualizes the main elements of CFD and shows how different contextual, individual, and relational factors shape the way CFD unfolds. Based on these theoretical considerations, we discuss issues of intersubjectivity, materiality, and temporality as potential avenues for further research.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290065
Database: ERIC
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  Data: Moving beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development
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  Data: <searchLink fieldCode="AR" term="%22Esterhazy%2C+Rachelle%22">Esterhazy, Rachelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0494-1417">0000-0003-0494-1417</externalLink>)<br /><searchLink fieldCode="AR" term="%22de+Lange%2C+Thomas%22">de Lange, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Bastiansen%2C+Sofie%22">Bastiansen, Sofie</searchLink><br /><searchLink fieldCode="AR" term="%22Wittek%2C+Anne+Line%22">Wittek, Anne Line</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.3102/0034654321990721
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  Data: Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conceptual framework drawing on sociocultural perspectives of learning. We propose the term "collegial faculty development" (CFD) to encompass all practices that support faculty in developing their teaching quality by drawing on the expertise of their colleagues. Our framework conceptualizes the main elements of CFD and shows how different contextual, individual, and relational factors shape the way CFD unfolds. Based on these theoretical considerations, we discuss issues of intersubjectivity, materiality, and temporality as potential avenues for further research.
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        Value: 10.3102/0034654321990721
    Languages:
      – Text: English
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        PageCount: 35
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      – SubjectFull: Peer Evaluation
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