Advanced search
Publication Cover
Journal of Further and Higher Education Volume 38, 2014 - Issue 4
Submit an article Journal homepage
6,522
Views
36
CrossRef citations to date
0
Altmetric
Articles

Peer observation of teaching: The interaction between peer review and developmental models of practice

Jenny YiendInstitute of Psychiatry, King’s College, London, UK.Correspondence[email protected]
,
Saranne WellerKing’s Learning Institute, King’s College, London, UK.
&
Ian KinchinKing’s Learning Institute, King’s College, London, UK.;Department of Higher Education, University of Surrey, Guildford, UK.
Pages 465-484 | Received 24 Aug 2011, Accepted 13 Aug 2012, Published online: 23 Oct 2012

Citations (36)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (16)

Paul McFlynn & Barbara Skinner. (2024) Peering in: what do you see and will we agree?. Reflective Practice 25:2, pages 210-226.
Read now
Phuong Vu Nguyen. (2023) Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration. Reflective Practice 24:4, pages 524-542.
Read now
Mette K. Christensen, Jane E. Møller & Iris M. Pedersen. (2023) How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study. International Journal for Academic Development 28:3, pages 272-286.
Read now
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.
Read now
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.
Read now
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.
Read now
Carter Bloch, Lise Degn, Signe Nygaard & Sanne Haase. (2021) Does quality work work? A systematic review of academic literature on quality initiatives in higher education. Assessment & Evaluation in Higher Education 46:5, pages 701-718.
Read now
Muireann O’Keeffe, Martina Crehan, Morag Munro, Anna Logan, Ann Marie Farrell, Eric Clarke, Michelle Flood, Monica Ward, Tatiana Andreeva, Chris Van Egeraat, Frances Heaney, Declan Curran & Eric Clinton. (2021) Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development 26:3, pages 266-278.
Read now
Nicola Reimann, Sabine Fabriz & Miriam Hansen. (2021) The importance of national and institutional context: implications for research on teaching development programmes. Journal of Further and Higher Education 45:4, pages 511-523.
Read now
Graham D. Hendry, Helen Georgiou, Hilary Lloyd, Vicky Tzioumis, Sharon Herkes & Manjula D. Sharma. (2021) ‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program. International Journal for Academic Development 26:1, pages 54-68.
Read now
Phuong Vu Nguyen. (2020) TT-SET augmented with POT: a potential framework for academics’ pedagogical reasoning. Reflective Practice 21:1, pages 14-27.
Read now
Ming-Chen Hsieh & Tsung-Ying Chen. (2019) Promoting innovation in the objective structured teaching examination and feedback: clustering teachers to aid teaching evaluation. Medical Education Online 24:1.
Read now
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.
Read now
Josh Tenenberg. (2016) Learning through observing peers in practice. Studies in Higher Education 41:4, pages 756-773.
Read now
Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
Read now
Davinia Sánchez-García. Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
Read now

Articles from other publishers (20)

Glory Tobiason. (2022) Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation. Active Learning in Higher Education 25:1, pages 53-66.
Crossref
Julian Decius & Julia Hein. (2023) Motivated to learn? Investigating the link of achievement goals and informal workplace learning of lecturers in higher education. Human Resource Development Quarterly.
Crossref
Sibylle Maria Kneissl, Alexander Tichy & Sophie Felicia Mitlacher. (2023) Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones. Animals 13:9, pages 1540.
Crossref
Martina Crehan, Morag Munro & Muireann O’Keeffe. 2023. Technology-Enhanced Learning and the Virtual University. Technology-Enhanced Learning and the Virtual University 147 163 .
Martina Crehan, Morag Munro & Muireann O’Keeffe. 2023. Technology-Enhanced Learning and the Virtual University. Technology-Enhanced Learning and the Virtual University 1 17 .
Thomas de Lange, Rachelle Esterhazy & Line Wittek. 2023. Faculty Peer Group Mentoring in Higher Education. Faculty Peer Group Mentoring in Higher Education 1 21 .
Avita Katal, Vijay K. Singh, Tanupriya Choudhury & Faisal Imran. (2022) Enhancing Teaching and Learning through Peer Observation: An Indian Case Study. Education Research International 2022, pages 1-13.
Crossref
Bianca Fileborn, Mark Wood & Claire Loughnan. (2020) Peer reviews of teaching as appreciative inquiry: learning from “the best” of our colleagues. Higher Education 83:1, pages 103-117.
Crossref
Maria Rosa Rosselló Ramon & Begoña De la Iglesia Mayol. (2021) El feedback entre iguales y su incidencia en el desarrollo profesional docente. Revista Complutense de Educación 32:3, pages 371-382.
Crossref
Diana M. Hassel, Maria Fahie, Christiane V. Löhr, Rachel L. Halsey, William Vernau & Elena Gorman. (2020) Inter-Institutional Collaboration for the Development of a Local Peer Observation Process to Enhance Teaching. Journal of Veterinary Medical Education 47:5, pages 555-569.
Crossref
John BuchananJohn Buchanan. 2020. Challenging the Deprofessionalisation of Teaching and Teachers. Challenging the Deprofessionalisation of Teaching and Teachers 169 187 .
Ardi Findyartini, Justin Bilszta, Jayne Lysk & Diantha Soemantri. (2019) Transnational clinical teacher training: Lessons learned and cross-cultural implications. The Asia Pacific Scholar 4:3, pages 79-90.
Crossref
Chad Rohrbacher & Jessica McKee. 2019. Handbook of Research on Faculty Development for Digital Teaching and Learning. Handbook of Research on Faculty Development for Digital Teaching and Learning 160 180 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Seongwon Lee & 민미옥. (2018) Suggesting a Pre-service English Teacher Practicum Course to Improve Teacher Efficacy. English Language Teaching 30:3, pages 77-98.
Crossref
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 39 54 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2017. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Siew Li Teoh, Long Chiau Ming & Tahir Mehmood Khan. (2016) Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings. SAGE Open 6:3, pages 215824401665808.
Crossref
Ian M. KinchinIan M. Kinchin. 2016. Visualising Powerful Knowledge to Develop the Expert Student. Visualising Powerful Knowledge to Develop the Expert Student 53 71 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.