Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development

References

• Åkerlind, G. S. 2007. “Constraints on Academics’ Potential for Developing as a Teacher.” Studies in Higher Education 32 (1): 21–37. doi:10.1080/03075070601099416.
   Web of Science ®Google Scholar
• Amundsen, C., and M. Wilson. 2012. “Are We Asking the Right Questions? A Conceptual Review of the Educational Development Literature in Higher Education.” Review of Educational Research 82 (1): 90–126. doi:10.3102/0034654312438409.
   Web of Science ®Google Scholar
• Anderson, D., R. Johnson, and L. Saha. 2002. Changes in Academic Work. Canberra: Commonwealth of Australia. http://www.dest.gov.au/archive/highered/otherpub/academic_work.pdf.
   Google Scholar
• Barnard, A., W. Croft, R. Irons, N. Cuffe, W. Bandara, and P. Rowntree. 2011. “Peer Partnership to Enhance Scholarship of Teaching: A Case Study.” Higher Education Research and Development 30 (4): 435–448. doi:10.1080/07294360.2010.518953.
   Web of Science ®Google Scholar
• Bell, M. 2002. Peer Observation of Teaching in Australia. York: LTSN Generic Centre. http://www.heacademy.ac.uk/resources/detail/resource_database/id28_Peer_Observation_of_Teaching_in_Australia.
   Google Scholar
• Bell, M. 2005. Peer Observation Partnerships in Higher Education. NSW, Australia: Higher Education Research and Development Society of Australasia.
   Google Scholar
• Bell, M., and P. Cooper. 2013. “Peer Observation of Teaching in University Departments: A Framework for Implementation.” International Journal for Academic Development 18 (1): 60–73. doi:10.1080/1360144X.2011.633753.
   Google Scholar
• Bell, A., and R. Mladenovic. 2008. “The Benefits of Peer Observation of Teaching for Tutor Development.” Higher Education 55 (6): 735–752. doi:10.1007/s10734-007-9093-1.
   Web of Science ®Google Scholar
• Bell, A., and R. Mladenovic. 2013. “How Tutors Understand and Engage with Reflective Practices.” Reflective Practice 14 (1): 1–11. doi:10.1080/14623943.2012.732949.
   Google Scholar
• Bell, A., R. Mladenovic, and R. Segara. 2010. “Supporting the Reflective Practice of Tutors: What Do Tutors Reflect On?” Teaching in Higher Education 15 (1): 57–70. doi:10.1080/13562510903488139.
   Web of Science ®Google Scholar
• Biggs, J. 1999. Teaching for Quality Learning at University. Buckingham: The Society for Research into Higher Education and Open University Press.
   Google Scholar
• Brookfield, S. D. 1995. Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Boud, D. K., R. Keogh, and D. Walker. 1985. Reflection: Turning Experience into Learning. London: Kago Page.
   Google Scholar
• Chester, A. 2012. “Peer Partnerships in Teaching: Evaluation of a Voluntary Model of Professional Development in Tertiary Education.” Journal of the Scholarship of Teaching and Learning 12 (2): 94–108.
   Google Scholar
• Coates, H., I. R. Dobson, L. Goedegebuure, and L. Meek. 2009. “Australia's Casual Approach to Its Academic Teaching Workforce.” People and Place 17 (4): 47–54.
   Google Scholar
• De Rijdt, C., A. Stes, C. van der Vleuten, and F. Dochy. 2013. “Influencing Variables and Moderators of Transfer of Learning to the Workplace within the Area of Staff Development in Higher Education: Research Review.” Educational Research Review 8: 48–74. doi:10.1016/j.edurev.2012.05.007.
   Web of Science ®Google Scholar
• Donnelly, R. 2007. “Perceived Impact of Peer Observation of Teaching in Higher Education.” International Journal of Teaching and Learning in Higher Education 19 (2): 117–129.
   Google Scholar
• Fenwick, T. J. 2003. Learning through Experience: Troubling Orthodoxies and Intersecting Questions. Malabar, FL: Krieger.
   Google Scholar
• Fine, M., H. Graham, and M. Paxman. 1992. Survey of the Working Conditions of Casual Academic Employees at the University of New South Wales. Sydney: Social Policy Research Centre UNSW. http://unsworks.unsw.edu.au/fapi/datastream/unsworks:8737/SOURCE01.
   Google Scholar
• Gappa, J., and D. Leslie. 1993. The Invisible Faculty: Improving the Status of Part-timers in Higher Education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gottschalk, L., and S. McEachern. 2010. “The Frustrated Career: Casual Employment in Higher Education.” Australian Universities Review 52 (1): 37–50.
   Google Scholar
• Gunn, V. 2007. “What Do Graduate Teaching Assistants’ Perceptions of Pedagogy Suggest about Current Approaches to Their Vocational Development?” Journal of Vocational Education & Training 59 (4): 535–549. doi:10.1080/13636820701650992.
   Google Scholar
• Hall, M., and K. Sutherland. 2013. “Students Who Teach: Developing Scholarly Tutors.” In Developing Effective Part-time Teachers in Higher Education, edited by F. Beaton and A. Gilbert, 82–93. Oxon: Routledge.
   Google Scholar
• Hammersley-Fletcher, L., and P. Orsmond. 2004. “Evaluating Our Peers: Is Peer Observation a Meaningful Process?” Studies in Higher Education 29 (4): 489–503. doi:10.1080/0307507042000236380.
   Web of Science ®Google Scholar
• Hammersley-Fletcher, L., and P. Orsmond. 2005. “Reflecting on Reflective Practices within Peer Observation.” Studies in Higher Education 30 (2): 213–224. doi:10.1080/03075070500043358.
   Web of Science ®Google Scholar
• Harris, K., K. Farrell, M. Bell, M. Devlin, and R. James. 2008. Peer Review of Teaching in Australian Higher Education. Sydney: Australian Learning and Teaching Council.
   Google Scholar
• Hendry, G. D., A. Bell, and K. Thomson. 2013. “Learning by Observing a Peer's Teaching Situation.” International Journal for Academic Development. doi:10.1080/1360144X.2013.848806.
   Google Scholar
• Hendry, G. D., and G. R. Oliver. 2012. “Seeing Is Believing: The Benefits of Peer Observation.” Journal of University Teaching and Learning Practice 9 (1). http://ro.uow.edu.au/jutlp/vol9/iss1/7.
   Google Scholar
• Hugo, G. (2008). The Demographic Outlook for Australian Universities’ Academic Staff. CHASS Occasional Paper No. 6. Adelaide: Council for Humanities, Arts and Social Sciences. http://www.chass.org.au/papers/pdf/PAP20081101GH.pdf.
   Google Scholar
• Hutchings, P. 1996. “The Peer Review of Teaching: Progress, Issues and Prospects.” Innovative Higher Education 20 (4): 221–234. doi:10.1007/BF01185797.
   Google Scholar
• Kane, R., S. Sandretto, and C. Heath. 2004. “An Investigation into Excellent Tertiary Teaching: Emphasising Reflective Practice.” Higher Education 47 (3): 283–310. doi:10.1023/B:HIGH.0000016442.55338.24.
   Web of Science ®Google Scholar
• Kaplan, K. 2012. “Postdocs: A Voice for the Voiceless.” Nature 489: 461–463. doi:10.1038/nj7416-461a.
   PubMedGoogle Scholar
• Kell, C., and S. Annetts. 2009. “Peer Review of Teaching: Embedded Practice or Policy-holding Complacency?” Innovations in Education and Teaching International 46 (1): 61–70. doi:10.1080/14703290802646156.
   Web of Science ®Google Scholar
• Kirley, M. 2006. “Supporting Casual Tutors and Demonstrators: A Case Study in Computer Science and Software Engineering.” In Conferences in Research and Practice in Information Technology, Vol. 52, edited by Denise Tolhurst and Samuel Mann. Hobart: Australian Computer Society.
   Google Scholar
• Kogan, M., I. Moses, and E. El-Khawas. 1994. Staffing in Higher Education: Meeting New Challenges. London: Jessica Kingsley.
   Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, NY: Cambridge University Press.
   Google Scholar
• Lee, A. 2013. “What Makes a Really Good Support Programme for Part-time Lecturers in Higher Education?” In Developing Effective Part-time Teachers in Higher Education: New Approaches to Professional Development, edited by F. Beaton and A. Gilbert, 63–81. London: Routledge.
   Google Scholar
• Lomas, L., and G. Nicholls. 2005. “Enhancing Teaching Quality through Peer Review of Teaching.” Quality in Higher Education 11 (2): 137–149. doi:10.1080/13538320500175118.
   Google Scholar
• Mathieson, S. 2011. “Developing Academic Agency through Critical Reflection: A Sociocultural Approach to Academic Induction Programmes.” International Journal for Academic Development 16 (3): 243–256. doi:10.1080/1360144X.2011.596730.
   Google Scholar
• May, R., G. Strachan, K. Broadbent, and D. Peetz. 2011. “The Casual Approach to University Teaching; Time for a Re-think?” In Research and Development in Higher Education: Reshaping Higher Education, vol. 34, edited by K. Krause, M. Buckridge, C. Grimmer, and S. Purbrick-Illek, 188–197, Gold Coast: HERDSA.
   Google Scholar
• McCormack, C., and R. Kennelly. 2011. “‘We Must Get Together and Really Talk …’. Connection, Engagement and Safety Sustain Learning and Teaching Conversation Communities.” Reflective Practice 12 (4): 515–531. doi:10.1080/14623943.2011.590342.
   Google Scholar
• Monks, J. 2009. “Who Are the Part-time Faculty?” Academe, July-August 2009. Accessed February 26. http://www.aaup.org/article/who-are-part-time-faculty#.USvy-HJOaM4.
   Google Scholar
• Napan, K., and L. Mamula-Stojnic. 2005. “A Process that Empowers: Self and Peer Assessment as a Component of Education for Sustainability.” In Making a Difference: 2005 Evaluations and Assessment Conference, edited by P. Kandlbinder, 97–106. Sydney: University of Technology Sydney.
   Google Scholar
• Peel, D. 2005. “Peer Observation as a Transformatory Tool?” Teaching in Higher Education 10 (4): 489–504. doi:10.1080/13562510500239125.
   Web of Science ®Google Scholar
• Percy, A., M. Scoufis, S. Parry, A. Goody, M. Hicks, I. Macdonald, K. Martinez, et al. 2008. The RED Report: The Contribution of Sessional Teachers to Higher Education. Canberra: Australian Learning and Teaching Council.
   Google Scholar
• Petersen, E. B. 2011. “Staying or Going?” Australian Universities Review 53 (2): 34–42.
   Google Scholar
• Prosser, M., and K. Trigwell. 1999. Understanding Learning and Teaching: The Experience in Higher Education. Philadelphia, PA: Open University Press.
   Google Scholar
• Quinlan, K. M., and G. S. Åkerlind. 2000. “Factors Affecting Departmental Peer Collaboration for Faculty Development: Two Cases in Context.” Higher Education 40 (1): 23–52. doi:10.1023/A:1004096306094.
   Web of Science ®Google Scholar
• Remmik, M., M. Karm, A. Haamer, and L. Lepp. 2011. “Early-Career Academics’ Learning in Academic Communities.” International Journal for Academic Development 16 (3): 187–199. doi:10.1080/1360144X.2011.596702.
   Google Scholar
• Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
   Google Scholar
• Stes, A., S. De Maeyer, D. Gijbels, and P. Van Petegem. 2012. “Instructional Development for Teachers in Higher Education: Effects on Students’ Learning Outcomes.” Teaching in Higher Education 17 (3): 295–308. doi:10.1080/13562517.2011.611872.
   Web of Science ®Google Scholar
• Thomson, K. E. 2013. “The Nature of Academics’ Informal Conversation about Teaching.” Doctoral thesis. Sydney: University of Sydney. http://hdl.handle.net/2123/9166.
   Google Scholar
• Trigwell, K., K. Caballero Rodriguez, and F. Han. 2012. “Assessing the Impact of a University Teaching Development Programme.” Assessment & Evaluation in Higher Education 37 (4): 499–511. doi:10.1080/02602938.2010.547929.
   Web of Science ®Google Scholar
• Truuvert, T. 2014. “Enhancing Tutorial Learning Experiences: A Programme to Develop Sessional-tutor Teaching Skills by Raising Awareness about Learning.” Studies in Higher Education 39: 20–33. doi:10.1080/03075079.2012.690731.
   Web of Science ®Google Scholar
• Wood, S., and S. Mate. 2012. “How Do We Assess the Impact Sessional Staff Have on the Student Experience?” Melbourne: Victoria University slide handout. http://www.temc.org.au/documents/54-1100-Wood.pdf
   Google Scholar