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Article
Publication date: 7 September 2020

Kirk S. Robinson

The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered…

Abstract

Purpose

The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at Midwestern State University) shaped their experiences in the seminar. However, as this study unfolded, the author learned that the neoliberal social structure enveloping TEAC 530 informed how GTAs interacted with their peers. It became necessary to interrogate how the seminar, against a neoliberal backdrop, shaped GTAs’ interactions.

Design/methodology/approach

Using an ethnographic methodological approach, this inquiry drew from fieldnotes from 21 different TEAC 530 sessions, with collection occurring over the course of 15 months. This project also drew upon 18 semi-structured interviews and analysis of relevant documents.

Findings

Neoliberalism’s influence on TEAC 530’s structure and learning goals created conditions that did not forge strong GTA peer connections; the extent to which GTAs got to know each other and build relationships was questionable. Fruitful working peer relationships were inconsistent, making it challenging for GTAs to learn and contrast their experiences and understandings about teaching with peers.

Originality/value

Neoliberalism’s influence on TEAC 530 undermined the seminar’s community of practice design, limiting the scope and depth of GTAs’ peer interactions, which in turn limited the facilitation of GTAs’ teaching preparation.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 3
Type: Research Article
ISSN: 2398-4686

Keywords

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76230-758-6

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-868-1

Article
Publication date: 5 June 2017

Peter R. Whipp and Richard Pengelley

The “Colleague Review of Teaching” programme (CRT) aimed to enhance reviewees’ confidence to teach. The paper aims to discuss this issue.

Abstract

Purpose

The “Colleague Review of Teaching” programme (CRT) aimed to enhance reviewees’ confidence to teach. The paper aims to discuss this issue.

Design/methodology/approach

Case studies using mixed-method, interview and questionnaire, repeated measures intervention were employed whereby academics in an Australian university science faculty volunteered to participate in a multi-faceted teaching review programme. Underpinned by confidence and self-determination theory, the CRT included peer coach training, reviewee choice, and a strengths-based approach to peer reviewing and coaching colleagues.

Findings

The reviewees declared an enhanced confidence to teach, teaching skills and unit design knowledge in an environment that was supportive of psychological needs. The peer coaches reported the CRT to be a positive experience that should continue. The strengths-based approach to peer observation of teaching and peer coaching facilitated department collegiality and was positively received by all participants who completed the programme.

Research limitations/implications

The indifferent response to the CRT protocol completion reconfirms that peer review is a complex science and needs careful negotiation.

Practical implications

Review, peer coach and mentor training, review practice, choice protocols and the multi-faceted approach (pre-observation meeting, observations, written report and post-observation meeting) were positively received.

Originality/value

This paper provides rich insight into the experiences of a teaching review process.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 1 May 2005

Jacqueline A. Blackmore

To provide a best practice framework for peer review via teaching observation as a method of appraising teaching performance within UK higher education (HE) institutions.

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Abstract

Purpose

To provide a best practice framework for peer review via teaching observation as a method of appraising teaching performance within UK higher education (HE) institutions.

Design/methodology/approach

The paper uses secondary data analysis via the current literature on peer review and peer appraisal, as well as use of primary data obtained via the design, implementation and analysis of semi‐structured interviews with management and teaching staff within the Faculty of Business and Management Science within a fictitiously named Riverbank University.

Findings

Provides a best practice framework for peer review based on the literature, where the case study university benchmarks well against the framework and an insight into the perceptions of teaching staff on the scheme.

Research limitations/implications

The sample of 40 teaching staff was from only one faculty, in one university. Before generalising the findings it would be prudent to widen the research to include a larger sample from more universities across the HE sector in the UK.

Practical implications

The research has massive implications for the UK HE sector if peer review is to be used as a method of assessing teaching performance.

Originality/value

The paper is valuable as a guide to senior management wishing to implement a peer observation scheme within their own institution.

Details

International Journal of Educational Management, vol. 19 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 August 2019

Bronwen K. Maxson, Michelle E. Neely, Lindsay M. Roberts, Sean M. Stone, M. Sara Lowe, Katharine V. Macy and Willie Miller

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and…

Abstract

Purpose

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.

Design/methodology/approach

The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.

Findings

In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.

Practical implications

These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.

Social implications

Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.

Originality/value

While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

Details

Reference Services Review, vol. 47 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 18 September 2017

Zsuzsanna Eszter Tóth, György Andor and Gábor Árva

This paper aims to describe an internal quality enhancement system based on peer reviewing and summarizes the first results of application at the Budapest University of…

Abstract

Purpose

This paper aims to describe an internal quality enhancement system based on peer reviewing and summarizes the first results of application at the Budapest University of Technology and Economics Faculty of Economic and Social Sciences.

Design/methodology/approach

A peer review framework has been developed to evaluate and further develop the teaching programs and practices. The questionnaire-based peer review program included 22 courses and involved almost 100 lecturers. Peer review outcomes are completed by end-of-semester student course evaluations.

Findings

The results allow us to map differences between lecturers and courses and to identify correlations between the assessment criteria applied for peer reviewing.

Practical implications

The implemented framework implies individual, faculty and organizational development to enhance a deeper understanding of how to create quality in teaching programs and processes. Secondly, the peer review program contributes to the establishment of a learning community with a growing common understanding of what is considered good quality in business education.

Originality/value

The paper is valuable as a guide to faculty management wishing to implement a peer review framework within their own institution. The novelty of the presented approach is that it focuses on a semester-long teaching performance including classroom performance, course outlines, teaching materials, course requirements and processes and means of student performance assessments.

Details

International Journal of Quality and Service Sciences, vol. 9 no. 3/4
Type: Research Article
ISSN: 1756-669X

Keywords

Article
Publication date: 31 March 2022

Haitang Wu and Hua Tu

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum…

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Abstract

Purpose

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

Design/methodology/approach

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Findings

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

Originality/value

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 8 May 2018

Zeynep Tatli, Nursel Uğur and Ünal Çakiroğlu

The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.

Abstract

Purpose

The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.

Design/methodology/approach

The study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.

Findings

The results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.

Originality/value

In the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 4 February 2014

Sarah R. Gewirtz

The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve…

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Abstract

Purpose

The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions.

Design/methodology/approach

This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions.

Findings

The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students.

Originality/value

This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

Details

Reference Services Review, vol. 42 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

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