Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program | Zendy

Renee Mazurek | Zendy; Monna ArvinenBarrow | Zendy; Wendy E. Huddleston | Zendy; Renee Reckelberg | Zendy

Open Access

Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

Author(s) -

Renee Mazurek,

Monna ArvinenBarrow,

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) , collaborative learning , 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.

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