PRO-Teaching - Sharing Ideas to Develop Capabilities

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Author(s)
Drew, Steve
Klopper, Christopher
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Adam Ariston, Editor-in-Science

Date
2013
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415030 bytes

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application/pdf

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Paris, France

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Abstract

In this paper, the action research driven design of a context relevant, developmental peer review of teaching model, its implementation strategy and its impact at an Australian university is presented. PRO-Teaching realizes an innovative process that triangulates contemporaneous teaching quality data from a range of stakeholders including students, discipline academics, learning and teaching expert academics, and teacher reflection to create reliable evidence of teaching quality. Data collected over multiple classroom observations allows objective reporting on development differentials in constructive alignment, peer, and student evaluations. Further innovation is realized in the application of this highly structured developmental process to provide summative evidence of sufficient validity to support claims for professional advancement and learning and teaching awards. Design decision points and contextual triggers are described within the operating domain. Academics and developers seeking to introduce structured peer review of teaching into their organization will find this paper a useful reference. Keywords-Development loop, Multiple data sources, Objective reporting, Peer review of teaching.

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World Academy of Science, Engineering and Technology

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© 2013 WASET. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.

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Curriculum and Pedagogy Theory and Development

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