Abstract
Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conceptual framework drawing on sociocultural perspectives of learning. We propose the term “collegial faculty development” (CFD) to encompass all practices that support faculty in developing their teaching quality by drawing on the expertise of their colleagues. Our framework conceptualizes the main elements of CFD and shows how different contextual, individual, and relational factors shape the way CFD unfolds. Based on these theoretical considerations, we discuss issues of intersubjectivity, materiality, and temporality as potential avenues for further research.
Highlights
(Hammersley-Fletcher & Orsmond, 2004, p. 496)
The findings show how these interrelated contextual factors influence the ways in which CFD is organized in different contexts, which in turn shape the actual interactions that unfold between faculty and, eventually, what individual participants will gain from the process
In this review study, we have synthesized findings from the research literature on collegial approaches to faculty development and provided a theory-informed understanding of the process of CFD and the factors that shape it
Summary
(Hammersley-Fletcher & Orsmond, 2004, p. 496). In line with this idea, it was problematic when observing peers did not have professional respect for their colleagues (Ambler et al, 2014; Hendry et al, 2014) or general respect for teaching and pedagogical development (Wildman et al, 2000).
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