Peer Support: A Critical Review of CPD to Extend beyond Classroom Observation

Autor/in	Smailes, Joanne
Titel	Peer Support: A Critical Review of CPD to Extend beyond Classroom Observation
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 3, S.272-282 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1733043
Schlagwörter	Peer Evaluation; Peer Relationship; State of the Art Reviews; Observation; Faculty Development; Teacher Evaluation; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Entwicklungsstand; Beobachtung; Teacher appraisal; Lehrerbeurteilung
Abstract	Compulsory schemes that extend peer review beyond classroom observation are rare. The institution within which this study sits implements one such example named peer support. By drawing upon data from one faculty, the peer support scheme, which has been in operation since 2009 is placed under a research-led critical review. Whilst the scheme is recognised as an enriching form of professional development, time is increasingly the most precious individual academic commodity. Some elements of the peer support scheme are yet to universally convince academics that the process yields appropriate levels of personal benefit. This paper discusses conditions that will assist in reaching the time/benefit balance required to ensure the long-term efficacy of schemes akin to peer support that extend beyond observation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01