Enhancing the rigour of peer observation through the scholarship of teaching and learning

ENGIN, Marion (2016). Enhancing the rigour of peer observation through the scholarship of teaching and learning. International Journal for Academic Development, 21 (4), 377-382.

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Official URL: http://www.tandfonline.com/doi/full/10.1080/136014...
Link to published version:: https://doi.org/10.1080/1360144X.2016.1225576
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    Abstract

    In this Reflection on Practice I use the principles of scholarship of teaching and learning (SoTL) to serve as a framework for evaluating peer observation programmes in higher education contexts. I argue that the aim of academic development and of the scholarship of teaching and learning are essentially the same, which is, to create better conditions for student and teacher learning. Thus, for peer observation to be an activity worthy of SoTL, it should be systematic, collaborative, rigorous, peer reviewed, and focused on learning about teaching to improve teaching.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/1360144X.2016.1225576
    Page Range: 377-382
    Depositing User: Marion Engin
    Date Deposited: 06 Jun 2016 15:04
    Last Modified: 18 Mar 2021 11:43
    URI: http://shura.shu.ac.uk/id/eprint/12562

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