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    Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England

    Hammersley-Fletcher, LJ ORCID logoORCID: https://orcid.org/0000-0002-4443-6856, Wingrove, D, Chester, A and Clarke, A (2017) Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England. British Journal of Educational Studies, 66 (3). pp. 365-381. ISSN 0007-1005

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    Abstract

    Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.

    Item Type: Article
    Peer-reviewed: Yes
    Date Deposited: 08 Jun 2017 07:45
    Publisher: Taylor & Francis (Routledge)
    Additional Information: This is an Author Accepted Manuscript of a paper accepted for publication in British Journal of Educational Studies, published by Taylor & Francis, copyright Society for Educational Studies.
    Divisions: Faculties > Health and Education
    Research Centres > Education and Social Research Institute
    Subject terms: peer observation of teaching, peer feedback, peer review, leadership, 13 Education, Education
    URI: https://e-space.mmu.ac.uk/id/eprint/618524
    DOI: https://doi.org/10.1080/00071005.2017.1336201
    ISSN 0007-1005
    e-ISSN 1467-8527

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