Peer review in a foundations in learning and teaching program

Marina Harvey*, Ian Solomonides

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapter

    2 Citations (Scopus)

    Abstract

    Most universities offer a program to prepare their academics for university teaching. One common focus of these programs across Australia is that of developing academics as reflective practitioners. A variety of approaches and strategies are adopted towards achieving this outcome. This chapter presents a rationale and case study for the pivotal role of reflective capacity in developing the academy through the mandated practice of peer review in a university teacher preparation program.

    Original languageEnglish
    Title of host publicationPeer review of learning and teaching in higher education
    Subtitle of host publicationinternational perspectives
    EditorsJudyth Sachs, Mitch Parsell
    Place of PublicationDordrecht; Heidelberg
    PublisherSpringer, Springer Nature
    Pages137-149
    Number of pages13
    ISBN (Electronic)9789400776395
    ISBN (Print)9789400776388
    DOIs
    Publication statusPublished - 2014

    Publication series

    NameProfessional Learning and Development in Schools and Higher Education
    PublisherSPRINGER
    Volume9

    Keywords

    • REFLECTIVE PRACTICE
    • HIGHER-EDUCATION

    Cite this

    Harvey, M., & Solomonides, I. (2014). Peer review in a foundations in learning and teaching program. In J. Sachs, & M. Parsell (Eds.), Peer review of learning and teaching in higher education: international perspectives (pp. 137-149). (Professional Learning and Development in Schools and Higher Education; Vol. 9). Dordrecht; Heidelberg: Springer, Springer Nature. https://doi.org/10.1007/978-94-007-7639-5_9