Preliminary Material / Christopher Klopper and Steve Drew -- Teaching for Learning and Learning for Teaching / Christopher Klopper and Steve Drew -- Defining and Developing a Framework for the Peer Observation of Teaching / Steve Drew , Christopher Klopper and Duncan Nulty -- PRO-Teaching / Steve Drew , Christopher Klopper and Kirsty Mallitt -- Enhancing Learning by Enhancing Teaching / Christopher Klopper , Steve Drew and Bianca Power -- Peer Assisted Reflection for Studio Music Teachers / Gemma Carey and Catherine Grant -- Peer Observation in the Online Learning Environment / Tarryn Kille , Paul Bates and Patrick S. Murray -- Peer Review of Teaching Law to Business Students in Traditional and Flipped Lecture Environments / Craig Cameron and Jennifer Dickfos -- Analysing Peer Pedagogic Practices as a Positive Contribution to Academic Professional Development / Owen Wright and Katherine Main -- Challenges Associated with Assessing Teaching Delivery in an Embodied, Experiential and Expressive Learning Environment / Linda Hassall -- Everyone’s a Critic: The Power of Peer Review / Irene Bartlett and David Spicer -- From 1–2–1 Instrumental to Large Class Academic Teaching / Diana Tolmie -- Story-Telling in Lectures / Paul D. Williams -- Peer Observation as a Collaborative Vehicle for Innovation in Incorporating Educational Technology into Teaching / Sven Venema , Steve Drew and Jason M. Lodge -- The Reluctance of Scientists to Engage in Peer Review of Teaching / Sarah L. Cresswell , Sarah-Jane Gregory and Dianne J. Watters -- Using Most Significant Change to Evaluate Impact of the PRO-Teaching Project / Christopher Klopper and Steve Drew -- Contributors / Christopher Klopper and Steve Drew.

Teaching for Learning and Learning for Teaching focuses on the emerging global governmental and institutional agenda about higher education teaching quality and the role that peer review can play in supporting improvements in teaching and student outcomes. This agenda is a pervasive element of the further development of higher education internationally through activities of governments, global agencies, institutions of higher education, discrete disciplines, and individual teachers. Many universities have adopted student evaluations as a mechanism to appraise the quality of teaching. These evaluations can be understood as providing a “customer-centric” portrait of quality; and, when used as the sole arbiter of teaching performance they do not instil confidence in the system of evaluation by academic teaching staff. Providing peer perspectives as counterpoint, whether in a developmental or summative form, goes some way to alleviating this imbalance and is the impetus for the resurgence of interest in peer review and observation of teaching. This book seeks to recognise cases of peer review of teaching in Higher Education to affirm best practices and identify areas that require improvement in establishing local, national and international benchmarks of teaching quality.

Description based on print version record.