A Collegial Quality Development Process for Identifying and Addressing Barriers to Improving Teaching

Autor/inn/en	Carbone, A.; Drew, S.; Ross, B.; Ye, J.; Phelan, L.; Lindsay, K.; Cottman, C.
Titel	A Collegial Quality Development Process for Identifying and Addressing Barriers to Improving Teaching
Quelle	In: Higher Education Research and Development, 38 (2019) 7, S.1356-1370 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ross, B.) ORCID (Ye, J.) ORCID (Cottman, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1645644
Schlagwörter	Collegiality; Educational Quality; Educational Improvement; College Faculty; Barriers; Foreign Countries; Teaching Methods; Universities; Teacher Attitudes; Faculty Development; Time Management; Social Status; Information Technology; Student Attitudes; College Students; Peer Teaching; Mentors; Australia + Suchen Sie Ihr Suchwort? Kollegialität; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Fakultät; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Lehrerverhalten; Zeitmanagement; Sozialer Status; Informationstechnologie; Schülerverhalten; Collegestudent; Peer group teaching; Peer Group Teaching; Australien
Abstract	Challenges to ensuring teaching quality in higher education give ongoing impetus to invest in teaching quality improvement. While a significant body of literature has recognised challenges faced by academics seeking to improve teaching practices, processes for developing constructive responses to identified barriers have attracted less attention. A synthesis of literature on barriers to improvement of teaching is presented and used as a framework to assist an identification of barriers. This article reports on a national Australian trial of a collegial quality development process aimed at supporting academics to both identify and surmount barriers to improving teaching quality. Evidence of the nature and extent of barriers to improving teaching was collated from data provided by 28 academics across five Australian universities. Adopting a thematic analysis approach, a broad range of perceived barriers were identified, largely consistent with barrier categories defined in the extant literature internationally. Findings reveal that, with the support of peers, participants were able to implement effective solutions to their identified barriers to improving teaching quality. This article provides a synthesis of current barriers to improve teaching and offers a collegial quality development process as a strategy to overcome these barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01