Peer Review of Teaching: Best Practices for a Non-Programmatic Approach
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2014
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| Subjects: | |
| Online Access: | |
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| _version_ | 1867181312112066560 |
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| author | Alabi, Jaena Weare, William H., Jr. |
| author_facet | Alabi, Jaena Weare, William H., Jr. Alabi, Jaena Weare, William H., Jr. |
| collection | Education Resources Information Center |
| contents | Peer Review of Teaching: Best Practices for a Non-Programmatic Approach Alabi, Jaena Weare, William H., Jr. Best Practices Peer Evaluation Academic Libraries Educational Theories Educational Methods Teaching Skills Library Instruction Librarians Educational Principles Educational Practices Lesson Observation Criteria Classroom Observation Techniques Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism. |
| format | Recurso educativo Open Access |
| id | eric_EJ1089282 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2014 |
| record_format | eric |
| spellingShingle | Peer Review of Teaching: Best Practices for a Non-Programmatic Approach Alabi, Jaena Weare, William H., Jr. Best Practices Peer Evaluation Academic Libraries Educational Theories Educational Methods Teaching Skills Library Instruction Librarians Educational Principles Educational Practices Lesson Observation Criteria Classroom Observation Techniques Peer Review of Teaching: Best Practices for a Non-Programmatic Approach Alabi, Jaena Weare, William H., Jr. Best Practices Peer Evaluation Academic Libraries Educational Theories Educational Methods Teaching Skills Library Instruction Librarians Educational Principles Educational Practices Lesson Observation Criteria Classroom Observation Techniques Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism. |
| title | Peer Review of Teaching: Best Practices for a Non-Programmatic Approach |
| topic | Best Practices Peer Evaluation Academic Libraries Educational Theories Educational Methods Teaching Skills Library Instruction Librarians Educational Principles Educational Practices Lesson Observation Criteria Classroom Observation Techniques |
| url | https://eric.ed.gov/?id=EJ1089282 |