Peer review of teaching (PRoT) in higher education - a practitioner's reflection

被引：10

作者：

Grainger, Peter ^{[1
]}

Crimmins, Gail ^{[2
]}

Burton, Kelley ^{[3
]}

Oprescu, Florin ^{[4
]}

机构：

[1] Univ Sunshine Coast, Sch Educ, Sippy Downs, Qld, Australia

[2] Univ Sunshine Coast, Sch Commun & Creat Ind, Sippy Downs, Qld, Australia

[3] Univ Sunshine Coast, USC Law Sch, Sippy Downs, Qld, Australia

[4] Univ Sunshine Coast, Sch Hlth & Sports Sci, Sippy Downs, Qld, Australia

来源：

REFLECTIVE PRACTICE | 2016年 / 17卷 / 05期

关键词：

Peer review of teaching; accountability; teacher-as-researcher; professional development; reflection;

D O I：

10.1080/14623943.2016.1146581

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer review of teaching (PRoT) is recommended to both develop and assure the quality of teaching practices in Higher Education. An institutional implementation of a peer review process can be viewed as a genuine desire to improve teaching quality or as an instrument of accountability and performativity. There are many approaches to the peer review of teaching operating. This article documents the impact, advantages and disadvantages of direct participation in three peer review of teaching processes.

引用

页码：523 / 534

页数：12

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