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Paul McFlynn & Barbara Skinner. (2024) Peering in: what do you see and will we agree?. Reflective Practice 25:2, pages 210-226.
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Rocío Barrios-Rodríguez, Inmaculada Salcedo-Bellido, José Juan Jiménez-Moleón, Macarena Lozano-Lorca, Noelia Galiano-Castillo, Enrique José Cobos, José Dámaso Vílchez Rienda, Rocío Olmedo-Requena, Carmen Amezcua-Prieto, Sandra Martín-Peláez, Carmen María González Domenech, Juan Pedro Arrebola Moreno, Raúl A. Rica, María Eugenia García-Rubiño & Pilar Requena. (2023) Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience. International Journal for Academic Development 28:4, pages 385-397.
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Helle Merete Nordentoft & Birgitte Ravn Olesen. (2023) Should I intervene or not? Reflexive learning in Forum Theatre: a peer dialogue on a facilitator’s dilemma. Teaching in Higher Education 28:6, pages 1412-1427.
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Phuong Vu Nguyen. (2023) Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration. Reflective Practice 24:4, pages 524-542.
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Glory Tobiason. (2023) From content-centered logic to student-centered logic: can peer observation shift how faculty think about their teaching?. International Journal for Academic Development 28:3, pages 287-300.
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Marion Heron, Helen Donaghue & Kieran Balloo. (2023) Observational feedback literacy: designing post observation feedback for learning. Teaching in Higher Education 0:0, pages 1-14.
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Ana Mouraz, Daniela Pinto & Ana Cristina Torres. (2023) Effects of a model for multidisciplinary peer observation of teaching in teacher professional development and in nurturing a reflective school. Reflective Practice 24:1, pages 45-58.
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Thomas de Lange & Anne Line Wittek. (2022) Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education 27:3, pages 337-351.
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Alexandra L. Johnston, Chi Baik & Andrea Chester. (2022) Peer review of teaching in Australian higher education: a systematic review. Higher Education Research & Development 41:2, pages 390-404.
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Bruce Moghtader, Linda E. Strubbe, Jared B. Stang & Anthony Clarke. (2022) Paired teaching in higher education: learning from science faculty. International Journal for Academic Development 27:1, pages 83-95.
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Phuong Vu Nguyen & Huong Thi Pham. (2021) Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience. International Journal for Academic Development 26:4, pages 448-462.
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Joanne Smailes. (2021) Peer support: A critical review of CPD to extend beyond classroom observation. Innovations in Education and Teaching International 58:3, pages 272-282.
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Magnus Hontvedt, Kenneth Silseth & Line Wittek. (2021) Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development. Scandinavian Journal of Educational Research 65:2, pages 240-257.
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Patricia Carabelli. (2021) Didactic discussions during ESL/EFL English teacher training courses. Reflective Practice 22:1, pages 60-72.
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Phuong Vu Nguyen. (2020) TT-SET augmented with POT: a potential framework for academics’ pedagogical reasoning. Reflective Practice 21:1, pages 14-27.
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Matt O’Leary & Suzanne Savage. (2020) Breathing new life into the observation of teaching and learning in higher education: moving from the performative to the informative. Professional Development in Education 46:1, pages 145-159.
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Adriane E. Bell, Holly S. Meyer & Lauren A. Maggio. (2020) Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators. Teaching and Learning in Medicine 32:1, pages 53-60.
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Marion Heron & Rebecca Head. (2019) Discourses of peer observation in higher education: Event or system?. Innovations in Education and Teaching International 56:4, pages 458-469.
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Thomas de Lange & Line Wittek. (2018) Creating shared spaces: developing teaching through peer supervision groups. Mind, Culture, and Activity 25:4, pages 324-339.
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Amani Bell & Kate Thomson. (2018) Supporting peer observation of teaching: Collegiality, conversations, and autonomy. Innovations in Education and Teaching International 55:3, pages 276-284.
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Ana Cristina Torres, Amélia Lopes, Jorge M. S. Valente & Ana Mouraz. (2017) What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education 22:7, pages 822-838.
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Daniel Martin. (2017) A nutritionist and an educator in professional horseracing: using reflection to create ‘My process’. Reflective Practice 18:5, pages 589-599.
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Steve Drew, Liam Phelan, Katherine Lindsay, Angela Carbone, Bella Ross, Kayleen Wood, Susan Stoney & Caroline Cottman. (2017) Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education 42:6, pages 914-929.
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Mark Huxham, Jenny Scoles, Ursula Green, Samantha Purves, Zoe Welsh & Andrew Gray. (2017) ‘Observation has set in’: comparing students and peers as reviewers of teaching. Assessment & Evaluation in Higher Education 42:6, pages 887-899.
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Marion Engin. (2016) Enhancing the status of peer observation through the scholarship of teaching and learning. International Journal for Academic Development 21:4, pages 377-382.
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Rebecca Turner, Rong Huang, Oxana Poverjuc & Lynne Wyness. (2016) What role do teaching mentors play in supporting new university lecturers to develop their teaching practices?. Professional Development in Education 42:4, pages 647-665.
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Josh Tenenberg. (2016) Learning through observing peers in practice. Studies in Higher Education 41:4, pages 756-773.
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Hazel Crichton & Francisco Valdera Gil. (2015) Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom. European Journal of Teacher Education 38:4, pages 512-524.
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Amani Bell & Rosina Mladenovic. (2015) Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education 20:1, pages 24-36.
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Conor Carroll & Deirdre O’Loughlin. (2014) Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International 51:4, pages 446-456.
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Jenny Yiend, Saranne Weller & Ian Kinchin. (2014) Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education 38:4, pages 465-484.
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Ailbhe Kenny, Eamonn Mitchell, Déirdre Ní Chróinín, Elaine Vaughan & Elaine Murtagh. (2014) ‘In their shoes’: exploring a modified approach to peer observation of teaching in a university setting. Innovations in Education and Teaching International 51:2, pages 218-229.
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Toomas Truuvert. (2014) Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. Studies in Higher Education 39:1, pages 20-33.
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Matt O’Leary. (2013) Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education 37:5, pages 694-714.
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Maureen Bell & Paul Cooper. (2013) Peer observation of teaching in university departments: a framework for implementation. International Journal for Academic Development 18:1, pages 60-73.
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Matt O’Leary. (2012) Exploring the role of lesson observation in the English education system: a review of methods, models and meanings. Professional Development in Education 38:5, pages 791-810.
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Äli Leijen, Kai Valtna, Djuddah
A.J. Leijen & Margus Pedaste. (2012) How to determine the quality of students’ reflections?. Studies in Higher Education 37:2, pages 203-217.
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Kaisu Mälkki & Sari Lindblom-Ylänne. (2012) From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions. Studies in Higher Education 37:1, pages 33-50.
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Matthew J Metcalfe, MAL Farrant & JM Farrant. (2010) Peer review practicalities in clinical medicine. Advances in Medical Education and Practice 1, pages 49-52.
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Jenny Byrne, Hazel Brown & Doreen Challen. (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development 15:3, pages 215-228.
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JamesP. Morton. (2009) Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!. Reflective Practice 10:2, pages 233-243.
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Clare Kell & Susan Annetts. (2009) Peer review of teaching embedded practice or policy‐holding complacency?. Innovations in Education and Teaching International 46:1, pages 61-70.
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Maree O’Keefe, Amanda Lecouteur, Jennifer Miller & Ursula McGowan. (2009) The Colleague Development Program: a multidisciplinary program of peer observation partnerships. Medical Teacher 31:12, pages 1060-1065.
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Debbie Watson & Jonathan Robbins. (2008) Closing the chasm: reconciling contemporary understandings of learning with the need to formally assess and accredit learners through the assessment of performance. Research Papers in Education 23:3, pages 315-331.
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Sandy Schuck, Peter Aubusson & John Buchanan. (2008) Enhancing teacher education practice through professional learning conversations. European Journal of Teacher Education 31:2, pages 215-227.
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Charlie Bernacchio, Flynn Ross, Kimberley
Robinson Washburn, Jean Whitney & DianeR. Wood. (2007) Faculty Collaboration to Improve Equity, Access, and Inclusion in Higher Education. Equity & Excellence in Education 40:1, pages 56-66.
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Janet Macdonald & Clare Kell. (2006) Develop your teaching through peer review. Education for Primary Care 17:4, pages 404-407.
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Elizabeth Hidson. Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education. European Journal of Teacher Education 0:0, pages 1-22.
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