University practitioners’ critical reflections from the collaboritive model
Main Article Content
Keywords
Critical Reflections, Evaluation Culture, POT (Peer Observation of Teaching)
Abstract
This investigation aimed to report University practitioners' critical reflections generated from Gosling's third POT model to raise awareness of institutional authorities and educationalists on the importance of consolidating POT programs on a regular basis. This qualitative case study was conducted with a sample of fourteen instructors currently working in a Public University situated in the Ecuadorian highlands. This group of academic practitioners was divided into pairs so that seven subgroups resulted from this division. Each subgroup worked firstly on the collaborative model process, which contemplated observation forms; then, they executed critical reflections; this data was gathered in collaborative expository essays and encapsulated in this manuscript. The obtained results disclose a high proclivity towards ongoing professional development, said differently; there is a considerable desire on the part of our participants to cultivate a teaching evaluation philosophy on a rolling basis. In general, this study had a positive repercussion on those involved due to its substantial interchangeable reflections.
References
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Almuiñas, J. L., & Galarza, J. (2013). La evaluación del desempeño del docente universitario: experiencias institucionales y nacionales. [The evaluation of the performance of the university professors: institutional and national experiences.] Guayaquil. Ecuador: Senefelder.
Aranda, A. (2013). La evaluación de desempeño del docente universitario: una visión desde la experiencia ecuatoriana. In Almuiñas & Galarza. La evaluación del desempeño del docente universitario: experiencias institucionales y nacionales. (pg. 99-122). Guayaquil. Ecuador: Senefelder.
Ascher, M. (2018). Mathematics elsewhere: An exploration of ideas across cultures. New Jersey: Princeton University Press.
Barnard, A., Nash, R., McEvoy, K., Shannon, S., Waters, C., Rochester, S., & Bolt, S. (2015). LeaD-in: a cultural change model for peer review of teaching in higher education. Higher Education Research & Development, 34(1), 30-44. doi.org/10.1080/07294360.2014.935931
Beckman, T. J., Lee, M. C., Rohren, C. H., & Pankratz, V. S. (2003). Evaluating an instrument for the peer review of inpatient teaching. Medical Teacher, 25(2), 131-135. https://doi.org/10.1080/0142159031000092508
Bennett, S., & Barp, D. (2008). Peer observation – a case for doing it online. Teaching in Higher Education, 13(5), 559-570. https://doi.org/10.1080/13562510802334871
Bryman, A. (2012). Social Research Methods. (4th Ed.). Oxford, England: Oxford University Press.
Buchanan, J. A., & Parry, D. (2018). Engagement with peer observation of teaching by a dental school faculty in the United Kingdom. European Journal of Dental Education, 23(1), 42-53. https://doi.org/10.1111/eje.12391
Contreras, G. A. (2018). Retroalimentación por Pares en la Docencia Universitaria. Una Alternativa de Evaluación Formativa. [Peer Feedback in University Teaching. A Formative Assessment Alternative.] Formación universitaria, 11(4), 83-94. doi.org/10.4067/s0718-50062018000400083
Creswell, J. (2012). Analyzing and Interpreting Qualitative Data. Educational Research. Planning, Conducting and Evaluating Quantitative and Qualitative Research. (pp. 236-264). Pearson. Boston, MA.
Cunningham, I. M., & Lynch, C. D. (2016). Peer review of teaching in UK dental schools. Is it happening? How successful is it? British Dental Journal, 220(12), 645-649. https://doi.org/10.1038/sj.bdj.2016.450
De Sousa, B. (2015). Epistemologies of the South: Justice against epistemicide. New York: Routledge.
Dos Santos, L. M. (2016). Foreign Language Teachers' Professional Development through Peer Observation Programme. English Language Teaching, 9(10), 39-46. doi.org/10.5539/elt.v9n10p39
Dos Santos, L. M. (2017). How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School. International Education Studies, 10(1), 255-265. doi:10.5539/ies.v10n1p255
De Miguel, M. (2005). Modalidades de enseñanza centradas en el desarrollo de competencias. Orientaciones para promover el cambio metodológico en el Espacio Europeo de Educación Superior. [Teaching modalities focused on the development of competences. Guidelines to promote methodological change in the European Higher Education Area]. Oviedo (Asturias): Ediciones de la Universidad de Oviedo.
Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., & Cottman, C. (2017). Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education, 42(6), 914-929. doi.org/10.1080/02602938.2016.1209733
Dussel, E. (2017). Filosofías del sur. [ Philosophies of the south.] Mexico: Ediciones AKAL.
Estévez-Nenninger, E. H. (2016). Enfoque por competencias: Problemáticas didácticas que enfrentan el profesorado. [ Competency-based approach: Didactic problems faced by teachers.] Revista Electrónica Educare, 20(1), 507-518. doi.org/10.15359/ree.20-1.25
Eva, K. W., Bordage, G., Campbell, C., Galbraith, R., Ginsburg, S., Holmboe, E., & Regehr, G. (2016). Towards a program of assessment for health professionals: From training into practice. Advances in Health Sciences Education, 21(4), 897-913. https://doi.org/10.1007/s10459-015-9653-6
Fajardo-Dack, T. M. (2016). Teacher Disempowerment in the Education System of Ecuador. World Journal of Education, 6(3), 82-89. https://doi.org/10.5430/wje.v6n3p82
Garcia, I., James, R. W., Bischof, P., & Baroffio, A. (2017). Self-observation and peer feedback as a faculty development approach for problem-based learning tutors: A program evaluation. Teaching and Learning in Medicine, 29(3), 313-325. https://doi.org/10.1080/10401334.2017.1279056
Gosling, D. (2002). Models of Peer Observation of Teaching
Gosling, D. (2014). Collaborative peer-supported review of teaching. Peer Review of Learning and Teaching in Higher Education, 13-31. https://doi.org/10.1007/978-94-007-7639-5_2
Grainger, P., Crimmins, G., Burton, K., & Oprescu, F. (2016). Peer review of teaching (PRoT) in higher education – a practitioner’s reflection. Reflective Practice, 17(5), 523-534. https://doi.org/10.1080/14623943.2016.1146581
Guba, E. G. and Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.). Handbook of qualitative research. (pp 105—117). Thousand Oaks, CA: Sage.
Harvey, L. (2005). A history and critique of quality evaluation in the UK. Quality Assurance in Education, 13(4), 263-276. https://doi.org/10.1108/09684880510700608
Hamilton, M. (2017). Bridging the gap from teacher to teacher educator: The role of a teaching portfolio. Studying Teacher Education, 14(1), 88-102. https://doi.org/10.1080/17425964.2017.1414041
Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468. doi.org/10.3102/0034654315605917
Hyland, K. M., Dhaliwal, G., Goldberg, A. N., Chen, L. M., Land, K., & Wamsley, M. (2018). Peer Review of Teaching: Insights from a 10-Year Experience. Medical Science Educator, 28(4), 675-681. doi:10.1007/s40670-018-0611-9
Jones, M. H., & Gallen, A. M. (2016). Peer observation, feedback and reflection for development of practice in synchronous online teaching. Innovations in Education and Teaching International, 53(6), 616-626. doi:10.1080/14703297.2015.1025808
Kuhlman, N & Serrano, E. (2017). Teacher Educational Reform: The Case in Ecuador. In Kamhi-Stein, L, Díaz G, & De Oliveira, L (Eds.), English language teaching in South America: Policy, preparation and practices (pp. 95-108). Bristol: Multilingual Matters.
Lomas, L. & Kinchin, I. (2006). Developing a peer observation program with university teachers. International Journal of Teaching and Learning in Higher Education. Vol. 18, No. 3, pp. 204-14. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.4757&rep=rep1&type=pdf
Martínez, J. E., Tobón, S., & Romero, A. (2017). Problemáticas relacionadas con la acreditación de la calidad de la educación superior en América Latina [Issues related to the accreditation of the quality of higher education in Latin America.] Innovación educativa (México, DF), 17(73), 79-96. Retrieved from http://www.scielo.org.mx/pdf/ie/v17n73/1665-2673-ie-17-73-00079.pdf
McDaniel, C. E., Singh, A. T., Beck, J. B., Birnie, K., Fromme, H. B., Ginwalla, C. F & Patra, K. P. (2019). Current Practices and Perspectives on Peer Observation and Feedback: A national survey. Academic Pediatrics, 19(6), 691-697. doi.org/10.1016/j.acap.2019.03.005
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(4), 499-511. doi:10.1080/13562510701415607
Morin, E. (2007). Introduction to complex thinking. Barcelona: Gedisa: Barcelona.
Motallebzadeh, K., Hosseinnia, M., & Domskey, J. G. (2017). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education, 4(1), 1277456. doi:10.1080/2331186x.2016.1277456
Naranjo, N. C. P. (2019). De la post verdad a la verdad. [From the post-truth to the truth.] Cuadernos de teología-Universidad Católica del Norte (En línea), 11, e3088-e3088. doi.org/10.22199/issn.0719-8175-2019-0008
Naranjo, N. C. P., & Naranjo, N. B. J. (2020). A POST-TRUTH CULTURISM AND ITS DELUSIONS. REVISTA DE ANTROPOLOGÍA Y FILOSOFÍA DE LO SAGRADO, (5), 79-93. Retrieved from http://www.revistas.uma.es/index.php/Raphisa/article/viewFile/5251/7933
O'Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. New York: Routledge.
O’Leary, M., & Wood, P. (2017). Performance over professional learning and the complexity puzzle: Lesson observation in England’s further education sector. Professional Development in Education, 43(4), 573-591. https://doi.org/10.1080/19415257.2016.1210665
Filip, I., M.D., Saheba, N., M.D., Wick, B., M.D., & Radfar, Amir, MD,M.P.H., M.S.C. (2016). MORALITY AND ETHICAL THEORIES IN THE CONTEXT OF HUMAN BEHAVIOR. Ethics & Medicine, 32(2), 83-87,67. Retrieved from https://search.proquest.com/docview/1787724256?accountid=36757
Randall, M., & Thornton, B. (2001). Advising and supporting teachers. United Kingdom: Cambridge University Press.
Reyes-Chua, E., Remollo-Mack, M., & Viloria, A. O. (2019). TEACHERS’PERCEPTIONS ON THE CLASSROOM PEER OBSERVATION EXERCISE AT EAC-CAVITE, PHILIPPINES. European Journal of Human Resource Management Studies. doi: 10.5281/zenodo.3333412
Richard, C. L., Lillie, E., Mathias, K., & McFarlane, T. (2019). Impact and attitudes about peer review of teaching in a Canadian pharmacy school. American Journal of Pharmaceutical Education, 83(6), 6828. https://doi.org/10.5688/ajpe6828
Santos, L. M. D., & Miguel, L. (2016). Foreign language teachers’ professional development through peer observation programme. English Language Teaching, 9(10), 39. doi:10.5539/elt.v9n10p39
Smith, A. (1759). The theory of moral sentiments. The Glasgow Edition of the Works and Correspondence of Adam Smith, Vol. 1: The Theory of Moral Sentiments. https://doi.org/10.1093/oseo/instance.00042831
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756-773. doi:10.1080/03075079.2014.950954
University and College Union (UCU). (2013). Developing a National Framework for the Effective Use of Lesson Observation in Further Education. Project report, November. Available at: http://www.ucu,org.uk/7105
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659-680. doi.org/10.1007/s10763-014-9605-2
Wang, H. (2016). From Mathematics to Philosophy (Routledge Revivals). New York: Routledge.
Wingrove, D., Hammersley-Fletcher, L., Clarke, A., & Chester, A. (2018). Leading developmental peer observation of teaching in higher education: Perspectives from Australia and England. British journal of educational studies, 66(3), 365-381. doi.org/10.1080/00071005.2017.1336201
Yiend, J., Weller, S., & Kinchin, I. (2014). Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education, 38(4), 465-484. doi:10.1080/0309877x.2012.726967
Almuiñas, J. L., & Galarza, J. (2013). La evaluación del desempeño del docente universitario: experiencias institucionales y nacionales. [The evaluation of the performance of the university professors: institutional and national experiences.] Guayaquil. Ecuador: Senefelder.
Aranda, A. (2013). La evaluación de desempeño del docente universitario: una visión desde la experiencia ecuatoriana. In Almuiñas & Galarza. La evaluación del desempeño del docente universitario: experiencias institucionales y nacionales. (pg. 99-122). Guayaquil. Ecuador: Senefelder.
Ascher, M. (2018). Mathematics elsewhere: An exploration of ideas across cultures. New Jersey: Princeton University Press.
Barnard, A., Nash, R., McEvoy, K., Shannon, S., Waters, C., Rochester, S., & Bolt, S. (2015). LeaD-in: a cultural change model for peer review of teaching in higher education. Higher Education Research & Development, 34(1), 30-44. doi.org/10.1080/07294360.2014.935931
Beckman, T. J., Lee, M. C., Rohren, C. H., & Pankratz, V. S. (2003). Evaluating an instrument for the peer review of inpatient teaching. Medical Teacher, 25(2), 131-135. https://doi.org/10.1080/0142159031000092508
Bennett, S., & Barp, D. (2008). Peer observation – a case for doing it online. Teaching in Higher Education, 13(5), 559-570. https://doi.org/10.1080/13562510802334871
Bryman, A. (2012). Social Research Methods. (4th Ed.). Oxford, England: Oxford University Press.
Buchanan, J. A., & Parry, D. (2018). Engagement with peer observation of teaching by a dental school faculty in the United Kingdom. European Journal of Dental Education, 23(1), 42-53. https://doi.org/10.1111/eje.12391
Contreras, G. A. (2018). Retroalimentación por Pares en la Docencia Universitaria. Una Alternativa de Evaluación Formativa. [Peer Feedback in University Teaching. A Formative Assessment Alternative.] Formación universitaria, 11(4), 83-94. doi.org/10.4067/s0718-50062018000400083
Creswell, J. (2012). Analyzing and Interpreting Qualitative Data. Educational Research. Planning, Conducting and Evaluating Quantitative and Qualitative Research. (pp. 236-264). Pearson. Boston, MA.
Cunningham, I. M., & Lynch, C. D. (2016). Peer review of teaching in UK dental schools. Is it happening? How successful is it? British Dental Journal, 220(12), 645-649. https://doi.org/10.1038/sj.bdj.2016.450
De Sousa, B. (2015). Epistemologies of the South: Justice against epistemicide. New York: Routledge.
Dos Santos, L. M. (2016). Foreign Language Teachers' Professional Development through Peer Observation Programme. English Language Teaching, 9(10), 39-46. doi.org/10.5539/elt.v9n10p39
Dos Santos, L. M. (2017). How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School. International Education Studies, 10(1), 255-265. doi:10.5539/ies.v10n1p255
De Miguel, M. (2005). Modalidades de enseñanza centradas en el desarrollo de competencias. Orientaciones para promover el cambio metodológico en el Espacio Europeo de Educación Superior. [Teaching modalities focused on the development of competences. Guidelines to promote methodological change in the European Higher Education Area]. Oviedo (Asturias): Ediciones de la Universidad de Oviedo.
Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., & Cottman, C. (2017). Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education, 42(6), 914-929. doi.org/10.1080/02602938.2016.1209733
Dussel, E. (2017). Filosofías del sur. [ Philosophies of the south.] Mexico: Ediciones AKAL.
Estévez-Nenninger, E. H. (2016). Enfoque por competencias: Problemáticas didácticas que enfrentan el profesorado. [ Competency-based approach: Didactic problems faced by teachers.] Revista Electrónica Educare, 20(1), 507-518. doi.org/10.15359/ree.20-1.25
Eva, K. W., Bordage, G., Campbell, C., Galbraith, R., Ginsburg, S., Holmboe, E., & Regehr, G. (2016). Towards a program of assessment for health professionals: From training into practice. Advances in Health Sciences Education, 21(4), 897-913. https://doi.org/10.1007/s10459-015-9653-6
Fajardo-Dack, T. M. (2016). Teacher Disempowerment in the Education System of Ecuador. World Journal of Education, 6(3), 82-89. https://doi.org/10.5430/wje.v6n3p82
Garcia, I., James, R. W., Bischof, P., & Baroffio, A. (2017). Self-observation and peer feedback as a faculty development approach for problem-based learning tutors: A program evaluation. Teaching and Learning in Medicine, 29(3), 313-325. https://doi.org/10.1080/10401334.2017.1279056
Gosling, D. (2002). Models of Peer Observation of Teaching
Gosling, D. (2014). Collaborative peer-supported review of teaching. Peer Review of Learning and Teaching in Higher Education, 13-31. https://doi.org/10.1007/978-94-007-7639-5_2
Grainger, P., Crimmins, G., Burton, K., & Oprescu, F. (2016). Peer review of teaching (PRoT) in higher education – a practitioner’s reflection. Reflective Practice, 17(5), 523-534. https://doi.org/10.1080/14623943.2016.1146581
Guba, E. G. and Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.). Handbook of qualitative research. (pp 105—117). Thousand Oaks, CA: Sage.
Harvey, L. (2005). A history and critique of quality evaluation in the UK. Quality Assurance in Education, 13(4), 263-276. https://doi.org/10.1108/09684880510700608
Hamilton, M. (2017). Bridging the gap from teacher to teacher educator: The role of a teaching portfolio. Studying Teacher Education, 14(1), 88-102. https://doi.org/10.1080/17425964.2017.1414041
Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468. doi.org/10.3102/0034654315605917
Hyland, K. M., Dhaliwal, G., Goldberg, A. N., Chen, L. M., Land, K., & Wamsley, M. (2018). Peer Review of Teaching: Insights from a 10-Year Experience. Medical Science Educator, 28(4), 675-681. doi:10.1007/s40670-018-0611-9
Jones, M. H., & Gallen, A. M. (2016). Peer observation, feedback and reflection for development of practice in synchronous online teaching. Innovations in Education and Teaching International, 53(6), 616-626. doi:10.1080/14703297.2015.1025808
Kuhlman, N & Serrano, E. (2017). Teacher Educational Reform: The Case in Ecuador. In Kamhi-Stein, L, Díaz G, & De Oliveira, L (Eds.), English language teaching in South America: Policy, preparation and practices (pp. 95-108). Bristol: Multilingual Matters.
Lomas, L. & Kinchin, I. (2006). Developing a peer observation program with university teachers. International Journal of Teaching and Learning in Higher Education. Vol. 18, No. 3, pp. 204-14. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.4757&rep=rep1&type=pdf
Martínez, J. E., Tobón, S., & Romero, A. (2017). Problemáticas relacionadas con la acreditación de la calidad de la educación superior en América Latina [Issues related to the accreditation of the quality of higher education in Latin America.] Innovación educativa (México, DF), 17(73), 79-96. Retrieved from http://www.scielo.org.mx/pdf/ie/v17n73/1665-2673-ie-17-73-00079.pdf
McDaniel, C. E., Singh, A. T., Beck, J. B., Birnie, K., Fromme, H. B., Ginwalla, C. F & Patra, K. P. (2019). Current Practices and Perspectives on Peer Observation and Feedback: A national survey. Academic Pediatrics, 19(6), 691-697. doi.org/10.1016/j.acap.2019.03.005
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(4), 499-511. doi:10.1080/13562510701415607
Morin, E. (2007). Introduction to complex thinking. Barcelona: Gedisa: Barcelona.
Motallebzadeh, K., Hosseinnia, M., & Domskey, J. G. (2017). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education, 4(1), 1277456. doi:10.1080/2331186x.2016.1277456
Naranjo, N. C. P. (2019). De la post verdad a la verdad. [From the post-truth to the truth.] Cuadernos de teología-Universidad Católica del Norte (En línea), 11, e3088-e3088. doi.org/10.22199/issn.0719-8175-2019-0008
Naranjo, N. C. P., & Naranjo, N. B. J. (2020). A POST-TRUTH CULTURISM AND ITS DELUSIONS. REVISTA DE ANTROPOLOGÍA Y FILOSOFÍA DE LO SAGRADO, (5), 79-93. Retrieved from http://www.revistas.uma.es/index.php/Raphisa/article/viewFile/5251/7933
O'Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. New York: Routledge.
O’Leary, M., & Wood, P. (2017). Performance over professional learning and the complexity puzzle: Lesson observation in England’s further education sector. Professional Development in Education, 43(4), 573-591. https://doi.org/10.1080/19415257.2016.1210665
Filip, I., M.D., Saheba, N., M.D., Wick, B., M.D., & Radfar, Amir, MD,M.P.H., M.S.C. (2016). MORALITY AND ETHICAL THEORIES IN THE CONTEXT OF HUMAN BEHAVIOR. Ethics & Medicine, 32(2), 83-87,67. Retrieved from https://search.proquest.com/docview/1787724256?accountid=36757
Randall, M., & Thornton, B. (2001). Advising and supporting teachers. United Kingdom: Cambridge University Press.
Reyes-Chua, E., Remollo-Mack, M., & Viloria, A. O. (2019). TEACHERS’PERCEPTIONS ON THE CLASSROOM PEER OBSERVATION EXERCISE AT EAC-CAVITE, PHILIPPINES. European Journal of Human Resource Management Studies. doi: 10.5281/zenodo.3333412
Richard, C. L., Lillie, E., Mathias, K., & McFarlane, T. (2019). Impact and attitudes about peer review of teaching in a Canadian pharmacy school. American Journal of Pharmaceutical Education, 83(6), 6828. https://doi.org/10.5688/ajpe6828
Santos, L. M. D., & Miguel, L. (2016). Foreign language teachers’ professional development through peer observation programme. English Language Teaching, 9(10), 39. doi:10.5539/elt.v9n10p39
Smith, A. (1759). The theory of moral sentiments. The Glasgow Edition of the Works and Correspondence of Adam Smith, Vol. 1: The Theory of Moral Sentiments. https://doi.org/10.1093/oseo/instance.00042831
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756-773. doi:10.1080/03075079.2014.950954
University and College Union (UCU). (2013). Developing a National Framework for the Effective Use of Lesson Observation in Further Education. Project report, November. Available at: http://www.ucu,org.uk/7105
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659-680. doi.org/10.1007/s10763-014-9605-2
Wang, H. (2016). From Mathematics to Philosophy (Routledge Revivals). New York: Routledge.
Wingrove, D., Hammersley-Fletcher, L., Clarke, A., & Chester, A. (2018). Leading developmental peer observation of teaching in higher education: Perspectives from Australia and England. British journal of educational studies, 66(3), 365-381. doi.org/10.1080/00071005.2017.1336201
Yiend, J., Weller, S., & Kinchin, I. (2014). Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education, 38(4), 465-484. doi:10.1080/0309877x.2012.726967
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University practitioners’ critical reflections from the collaboritive model. bol.redipe [Internet]. 2021 Mar. 1 [cited 2024 Jul. 17];10(3):342-59. Available from: https://revista.redipe.org/index.php/1/article/view/1239
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How to Cite
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University practitioners’ critical reflections from the collaboritive model. bol.redipe [Internet]. 2021 Mar. 1 [cited 2024 Jul. 17];10(3):342-59. Available from: https://revista.redipe.org/index.php/1/article/view/1239