References
- Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55, 735–752.
- Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique. Lanham: Rowman & Littlefield.
- Bernstein, D. J. (2008). Resource review: Peer review and evaluation of the intellectual work of teaching. Change, 40, 48–51.
- Carroll, C., & O’Loughlin, D. (2014). Peer observation of teaching: Enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51, 446–456.
- Chamberlain, J. M., D’Artrey, M., & Rowe, D. A. (2011). Peer observation of teaching: A decoupled process. Active Learning in Higher Education, 12, 189–201.
- Chamberlain, M. (2015). Peer review of teaching and TEF - we need more than a tick-box exercise to improve the quality of teaching. Retrieved from http://blogs.lse.ac.uk/impactofsocialsciences/2015/11/23/peer-review-of-teaching-and-the-teaching-excellence-framework/
- Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Abingdon: Routledge.
- Cosh, J. (1999). Peer observation: A reflective model. English Language Teaching Journal, 53, 22–27.
- Davis, T. S. (2011). Peer observation: A faculty initiative. Currents in Pharmacy Teaching and Learning, 3, 106–115.
- Engin, M. (2016). Enhancing the status of peer observation through the scholarship of teaching and learning. International Journal for Academic Development, 21, 377–382.
- Gee, J. P. (2004). An introduction to discourse analysis: Theory and method. Abingdon: Routledge.
- Hamilton, E. R. (2013). His ideas are in my head: Peer-to-peer teacher observations as professional development. Professional Development in Education, 39, 42–64.
- Hammersley‐Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30, 213–224.
- Kinchin, I. M. (2017). Mapping the terrain of pedagogic frailty. In I. M. Kinchin & N. E. Winstone (Eds.), Pedagogic frailty and resilience in the university (pp. 1–16). Rotterdam: Sense Publishers.
- Lammers, J. C. (2013). Fangirls as teachers: Examining pedagogic discourse in an online fan site. Learning, Media and Technology, 38, 368–386.
- Lomas, L., & Kinchin, I. M. (2006). Developing a peer observation program with university teachers. International Journal of Teaching and Learning in Higher Education, 18, 204–214.
- McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12, 499–511.
- Morais, A. M. (2002). Basil Bernstein at the micro level of the classroom. British Journal of Sociology of Education, 23, 559–569.
- NVivo (2017). QSR International Pty. Ltd, Version 11. Retrieved from https://www.qsrinternational.com/nvivo/home
- Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81, 376–407.
- Paulsen, M. B. (2001). The relation between research and the scholarship of teaching. New Directions for Teaching and Learning, 2001, 19–29.
- Rapley, T. (2008). Doing conversation, discourse and document analysis. London: Sage.
- Shortland, S. (2004). Peer observation: A tool for staff development or compliance? Journal of Further and Higher Education, 28, 219–228.
- Shulman, L. S. (1993). Teaching as community property. Change, 25, 6–7.
- Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. Hoboken, NJ: John Wiley & Sons.
- Wellington, J., & Szczerbinski, M. (2007). Research methods for the social sciences. London: Bloomsbury Academic.