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Quinlan, Kathleen M.; Åkerlind, Gerlese S.

doi:10.1023/a:1004096306094

Cited by 39 publications

(12 citation statements)

References 31 publications

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“…Bell & Mladenovic, 2008;M. Bell & Cooper, 2013;Buchanan & Parry, 2019;Bulman et al, 2016;Byrne et al, 2010;Carroll & O'Loughlin, 2014;Davis, 2011;de Lange & Lauvås, 2018;Deni & Malakolunthu, 2013;Hammersley-Fletcher & Orsmond, 2004, 2005Kell & Annetts, 2009;O'Keefe et al, 2009;Quinlan & Åkerlind, 2000;Servilio et al, 2017;Shortland, 2010;Shousha, 2015;Thampy et al, 2015;Torres et al, 2017;Wildman et al, 2000;Wingrove et al, 2015;Wingrove et al, 2018;Yiend et al, 2014 Group size Pairs (20) A. Bell & Mladenovic, 2015;…”

Section: Factors That Shape Collegial Faculty Developmentmentioning

confidence: 99%

Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

Esterhazy

Lange

Bastiansen

et al. 2021

Review of Educational Research

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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.

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Section: Factors That Shape Collegial Faculty Developmentmentioning

confidence: 99%

Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

Esterhazy

Lange

Bastiansen

et al. 2021

Review of Educational Research

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show abstract

“…PO can also promote the modeling of appropriate teaching practices from observer to those being observed. More respect for the approaches of colleagues' guides to the development of collegiality (Quinlan & Akerlind, 2000). It brings teachers together and share who might not normally have a chance to interact (Richards & Farrell, 2005).…”

Section: Peer Observationmentioning

confidence: 99%

“…It is noted that if observers and observees do not collaborate, it will not help teachers to develop; rather they would consider this activity intrusive that challenges academic freedom (Lomas & Nicholls 2005). On the contrary, if peer observations are conducted under supportive conditions, there are numerous benefits of peer observation of teaching, such as improvement in teaching practice and the building of confidence to teach and learn more about teaching (Bell, 2005), more respect for the approaches of colleagues (Quinlan & Akerlind, 2000).…”

Section: After the Peer Observationmentioning

confidence: 99%

Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute

Ahmed¹,

Nordin²,

Shah³

et al. 2018

WJE

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The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peerobservation as a tool for professional development that is implemented in an English Language Institute of a SaudiArabian university. This paper reviews literature on peer observation to develop a conceptual and theoreticalunderstanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies aquestionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information aboutEFL teachers’ perceptions whereas semi-structured interviews provide an insight into their practices in the form ofpeer observation and future amendments for PD. The participants share their lived experiences who consider thecurrent practice of peer observation a consistent professional challenge due to several factors, i.e. their lack ofautonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely heldpre-observation conferences due to the loads of teaching hours, observers’ insufficient training and qualifications inconducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made toimprove the existing peer observation system for the benefit of the EFL teachers, English language learners and theinstitute.

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“…There is also the need to adapt to workplace demands, curriculum constraints, and the rapidly changing semester-to-semester needs of students (Ahmed, Nordin, Shah, & Channa, 2018). To this end, peer observation as part of any COP is important as it can lead to the transformation of educational viewpoints (Bell, 2005), promote colleague collegiality and collaboration, and method and approach improvements stemming from the effective modeling of teaching techniques (Quinlan & Akerlind, 2000). Although it can be used for other purposes such as research, evaluation, and training, peer observation is particularly effective in the support of embedded professional development (Malderez, 2003), where teachers learn from other teachers from within their workplaces (Opfer & Pedder, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Reimagining the Korean University Classroom Observational Process (COP) : NES Stakeholder Concerns and Expectations in the TEFL Context

Kent¹,

Lee²

2020

The Journal of AsiaTEFL

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Untitled

Cited by 39 publications

References 31 publications

Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute

Reimagining the Korean University Classroom Observational Process (COP) : NES Stakeholder Concerns and Expectations in the TEFL Context

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