Purpose: The “Colleague Review of Teaching” programme (CRT) aimed to enhance reviewees’ confidence to teach. The paper aims to discuss this issue. Design/methodology/approach: Case studies using mixed-method, interview and questionnaire, repeated measures intervention were employed whereby academics in an Australian university science faculty volunteered to participate in a multi-faceted teaching review programme. Underpinned by confidence and self-determination theory, the CRT included peer coach training, reviewee choice, and a strengths-based approach to peer reviewing and coaching colleagues. Findings: The reviewees declared an enhanced confidence to teach, teaching skills and unit design knowledge in an environment that was supportive of psychological needs. The peer coaches reported the CRT to be a positive experience that should continue. The strengths-based approach to peer observation of teaching and peer coaching facilitated department collegiality and was positively received by all participants who completed the programme. Research limitations/implications: The indifferent response to the CRT protocol completion reconfirms that peer review is a complex science and needs careful negotiation. Practical implications: Review, peer coach and mentor training, review practice, choice protocols and the multi-faceted approach (pre-observation meeting, observations, written report and post-observation meeting) were positively received. Originality/value: This paper provides rich insight into the experiences of a teaching review process.
|Number of pages||17|
|Journal||International Journal of Mentoring and Coaching in Education|
|Publication status||Published - 2017|