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Peering-in at self and others: Possibilities for University of Tasmania, Australia
The foundation of this paper is a belief in the importance of making teaching visible in order to enable dialogue and work towards improvement and excellence. Peer review has the capacity to be an important method for those who teach in any context as it aims to foster greater understanding of practice, through investigation, analysis, and critique. In this paper I will describe and examine the outcomes of the implementation of a peer review component within a Graduate Certificate program for academics. The Graduate Certificate of University Learning and Teaching at the University of Tasmania aims to develop highly reflective practitioners and encourages academics from across the University to take a scholarly approach to their teaching; including reviewing and reflecting on their practice as teachers. As one of the implementation strategies of this program peer review was implemented with groups of staff reviewing each other. Two key aspects were trailed:
• Peer observation of teaching where a colleague visited another's actual or virtual classroom to observe, and give feedback.
• Peer feedback on teaching where colleagues were invited to give feedback on non-classroom aspects of a staff member's approaches to teaching and learning. This might include the evaluation of unit documentation, teaching resources or assessment
At the conclusion of the program all participants were interviewed to ascertain their reactions to the processes of peer review. Staff responses and perceptions of the strengths and weaknesses of this approach will be shared as part of this presentation. | |||||