Open AccessBeyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program
Author(s) -
Renee Mazurek,
Monna Arvinen-Barrow,
Wendy E. Huddleston,
Renee Reckelberg
Publication year - 2021
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.18.6.08
Subject(s) - constructive , mathematics education , peer evaluation , process (computing) , teaching method , computer science , foundation (evidence) , pedagogy , psychology , higher education , archaeology , political science , law , history , operating system
This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.