Peer review of teaching embedded practice or policy - holding complacency?

Kell, Clare and Annetts, Susan 2009. Peer review of teaching embedded practice or policy - holding complacency? Innovations in Education and Teaching International 46 (1) , pp. 61-70. 10.1080/14703290802646156

Full text not available from this repository.

Abstract

Peer review of teaching (PRT) depicts as many different definitions, processes, rationale and underpinning values as there are participating individuals. This paper reports the activities of one academic department who were forced to address the issues of perceived clarity, value and ownership when faced with an unexpectedly low completion rate in one academic cycle. A novel data collection event mapped departmental perception of existing and ‘utopian’ PRT processes. Affective descriptors were an important component of the data. The results were used to develop an approach owned by the individual and better suited to the specific culture, needs, values and staff of the department.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Healthcare Sciences
Subjects:	L Education > LB Theory and practice of education R Medicine > RM Therapeutics. Pharmacology
Uncontrolled Keywords:	peer assisted reflection, continuing professional development, policy to practice
Publisher:	Routledge
ISSN:	1470-3297
Last Modified:	20 Oct 2017 16:45
URI:	https://orca.cardiff.ac.uk/id/eprint/17596

Citation Data

Cited 28 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item