A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework

Autor/inn/en	Thomas, Susan; Chie, Qiu Ting; Abraham, Mathew; Raj, Sony Jalarajan; Beh, Loo-See
Titel	A Qualitative Review of Literature on Peer Review of Teaching in Higher Education: An Application of the SWOT Framework
Quelle	In: Review of Educational Research, 84 (2014) 1, S.112-159 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654313499617
Schlagwörter	Peer Evaluation; Teacher Evaluation; College Faculty; College Instruction; Barriers; Faculty Development; Research Needs; Opportunities; Literature Reviews + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Fakultät; Hochschullehre; Forschungsbedarf; Möglichkeit
Abstract	The issues of professional accountability, faculty member development, and enhancing higher education quality in universities are gaining importance. A strategy that could increase personal control over teaching practices in addition to improving professional development among faculty members is peer review of teaching (PRT). Five themes that are important in determining the feasibility of PRT are (a) benefits of peer review in developing faculty members, (b) barriers to peer review of teaching, (c) gaps in literature, (d) potential problems to teaching practice, and (e) opportunities. Of the 65 studies identified, 34 were selected for further analysis, and drawing on PRT and the SWOT (strength, weakness, opportunity, and threat) framework, 27 studies were selected for content mapping. Textual narrative synthesis was used to further categorize the review findings into the four quadrants of the SWOT framework. This analysis highlights a positive strategy in promoting PRT in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10