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Peer Reviews of Teaching as Appreciative Inquiry: Learning from 'the Best' of Our Colleagues

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Bibliographic Details
Title: Peer Reviews of Teaching as Appreciative Inquiry: Learning from 'the Best' of Our Colleagues
Language: English
Authors: Fileborn, Bianca (ORCID 0000-0002-2650-3592), Wood, Mark, Loughnan, Claire
Source: Higher Education: The International Journal of Higher Education Research. Jan 2022 83(1):103-117.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Evaluation, Peer Evaluation, Formative Evaluation, College Faculty, Foreign Countries, Teacher Effectiveness, Educational Research, Inquiry
Geographic Terms: Australia
DOI: 10.1007/s10734-020-00637-9
ISSN: 0018-1560
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326127
Database: ERIC
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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.
ISSN:0018-1560
DOI:10.1007/s10734-020-00637-9