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International Journal for Academic Development Volume 18, 2013 - Issue 1
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Articles

Peer observation of teaching in university departments: a framework for implementation

Maureen Bell CEDIR, University of Wollongong, Wollongong, NSW, AustraliaCorrespondence[email protected]
&
Paul Cooper SBRC, University of Wollongong, Wollongong, NSW, Australia
Pages 60-73 | Received 09 May 2011, Accepted 22 Aug 2011, Published online: 13 Dec 2011

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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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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.
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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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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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Deidre Walker, Tena Patten & Simon Stephens. (2022) Peer observation of teaching in a post-primary context. Irish Educational Studies 0:0, pages 1-14.
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Ine Noben, Jan Folkert Deinum & W. H. Adriaan Hofman. (2022) Quality of teaching in higher education: reviewing teaching behaviour through classroom observations. International Journal for Academic Development 27:1, pages 31-44.
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Reema Harrison, Lois Meyer, Patrick Rawstorne, Husna Razee, Upma Chitkara, Steven Mears & Chinthaka Balasooriya. (2022) Evaluating and enhancing quality in higher education teaching practice: a meta- review. Studies in Higher Education 47:1, pages 80-96.
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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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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.
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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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Burcu Tezcan-Unal. (2018) Action research on a collegial model of peer observations. Educational Action Research 26:4, pages 641-654.
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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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Josh Tenenberg. (2016) Learning through observing peers in practice. Studies in Higher Education 41:4, pages 756-773.
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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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Graham D. Hendry, Amani Bell & Kate Thomson. (2014) Learning by observing a peer’s teaching situation. International Journal for Academic Development 19:4, pages 318-329.
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Volkan İnceçay & Kenan Dikilitaş. (2022) Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education 120, pages 103901.
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Malcolm Tight. 2022. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research 149 162 .
Kathryn A. Morbitzer, Jacqueline E. McLaughlin, Brianna Henson, Kyle T. Fassett & Margarita V. DiVall. (2022) Current State of and Opportunities for Enhancing Peer Evaluation Practices Across the Pharmacy Academy. American Journal of Pharmaceutical Education 86:8, pages ajpe8887.
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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, pages 146978742210929.
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Christopher Neil Prilop, Kira Elena Weber, Frans J. Prins & Marc Kleinknecht. (2021) Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation 70, pages 101062.
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Susan CarterSusan Carter. 2020. Academic Identity and the Place of Stories. Academic Identity and the Place of Stories 55 80 .
Sibel Ersel Kaymakamoğlu. (2019) In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Dil ve Dilbilimi Çalışmaları Dergisi 15:3, pages 1000-1010.
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Cynthia L. Richard, Elaine Lillie, Kaitlin Mathias & Thomas McFarlane. (2019) Impact and Attitudes about Peer Review of Teaching in a Canadian Pharmacy School. American Journal of Pharmaceutical Education 83:6, pages 6828.
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Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Robin Mueller & Meadow Schroeder. (2018) From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development. Innovative Higher Education 43:5, pages 397-410.
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Liam P. Herbert, Jeanne M. Allen & Christine V. McDonald. (2018) Exploring the influence of multi-field classroom observations on early career teachers' professional practice. Teaching and Teacher Education 73, pages 192-202.
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Cherie Lucas. (2018) More than I expected: Reflections on being observed and reviewed as a pharmacy teacher. Currents in Pharmacy Teaching and Learning 10:6, pages 803-806.
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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 .
Peter R. Whipp & Richard Pengelley. (2017) Confidence building through peer observation of teaching and peer coaching in university departments. International Journal of Mentoring and Coaching in Education 6:2, pages 99-115.
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Chenicheri Sid Nair, Jinrui Li & Li Kun Cai. (2015) Academics’ feedback on the quality of appraisal evidence. Quality Assurance in Education 23:3, pages 279-294.
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Sarah L. Cresswell, Sarah-Jane Gregory & Dianne J. Watters. 2015. Teaching for Learning and Learning for Teaching. Teaching for Learning and Learning for Teaching 227 245 .
David Spencer. 2014. Peer Review of Learning and Teaching in Higher Education. Peer Review of Learning and Teaching in Higher Education 183 199 .

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