Defining and Developing a Framework for the Peer Observation of Teaching
Author(s)
Drew, Steve
Klopper, Christopher
Nulty, Duncan
Year published
2015
Metadata
Show full item recordAbstract
Changes in funding and regulatory requirements for universities increases the need
for teachers and institutions to be able to achieve and demonstrate the quality of
learning and teaching. In addition, changes in the competitive landscape for local
and international student places provide added pressure to institutions to be seen
as effective education providers. Growths in the use of the Internet to publish
rankings (e.g., The Good Universities Guide) and social networking, where students
share experiences widely, demand a transparent approach to delivering quality that
includes developing and supporting excellence in ...
View more >Changes in funding and regulatory requirements for universities increases the need for teachers and institutions to be able to achieve and demonstrate the quality of learning and teaching. In addition, changes in the competitive landscape for local and international student places provide added pressure to institutions to be seen as effective education providers. Growths in the use of the Internet to publish rankings (e.g., The Good Universities Guide) and social networking, where students share experiences widely, demand a transparent approach to delivering quality that includes developing and supporting excellence in teaching. At the same time, Governments and universities have recognised the importance of nurturing and developing the quality of teaching as a way of achieving better student outcomes. More academic appointments with an explicit teaching focus are beginning to emerge. In the research literature, starting with Shulman (1986, 1987) and Boyer (1990), attention to scholarly teaching and the scholarship of teaching has increased. The impetus for universities to value research into teaching practice, and to reward teaching quality, continues to grow.
View less >
View more >Changes in funding and regulatory requirements for universities increases the need for teachers and institutions to be able to achieve and demonstrate the quality of learning and teaching. In addition, changes in the competitive landscape for local and international student places provide added pressure to institutions to be seen as effective education providers. Growths in the use of the Internet to publish rankings (e.g., The Good Universities Guide) and social networking, where students share experiences widely, demand a transparent approach to delivering quality that includes developing and supporting excellence in teaching. At the same time, Governments and universities have recognised the importance of nurturing and developing the quality of teaching as a way of achieving better student outcomes. More academic appointments with an explicit teaching focus are beginning to emerge. In the research literature, starting with Shulman (1986, 1987) and Boyer (1990), attention to scholarly teaching and the scholarship of teaching has increased. The impetus for universities to value research into teaching practice, and to reward teaching quality, continues to grow.
View less >
Book Title
Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
Publisher URI
Subject
Curriculum and pedagogy theory and development