Analysing Peer Pedagogic Practices as a Positive Contribution to Academic Professional Development: A Strategic Approach to Improving Faculty Teaching
Over the past two decades, the landscape of higher education teaching has been changing from the historical paradigm of a teacher-centric to a more student-centric experience. Calkins and Light (2008) reported a number of critical issues and debates that have been the impetus behind the evolving nature of higher education. Key issues include an increasing number of students entering higher education institutions, an increase in the diversity of student populations, and a changing global demand for specific knowledge and skills. These changes have also seen a greater emphasis on effective teaching practices that not only develop 21st Century skills related to new technologies but also globally recognised skills such as creative and innovative thinking, oral and written communication skills, and collaborative skills (Calkins & Light, 2008). In a competitive higher education market, there have also been increased demands for greater accountability in higher education teaching to produce more “job ready” graduates as well as improving student satisfaction ratings.
Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
Teacher Education and Professional Development of Educators