Conceptualizing Peer Review of Teaching in Higher Education: A Framework Synthesis Approach

• In Event: Moscone Center North Roundtable Session 7
  In Roundtable Session: Improving Teaching and Teaching Evaluations

Abstract

This review study focuses on peer review of teaching (PRT), which refers to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions. Using a framework synthesis approach, we reviewed 74 papers to provide a comprehensive overview of how PRT practices are described in the literature and develop a conceptual framework that integrates our findings in a theory-informed way. Our preliminary findings show that PRT is often treated as one-off interventions that need to be evaluated for their effectiveness. Our analysis shows, however, that complex sets of individual, contextual and relational aspects matter for how PRT practices unfold, which needs to be accounted for in our conceptualization of PRT.

Authors

• Rachelle Esterhazy, University of Oslo

• Thomas de Lange, University of Oslo, Norway

• Line Wittek, University of Oslo

• Sofie Bastiansen, University of Oslo