{"title":"PRO-Teaching \u2013 Sharing Ideas to Develop Capabilities","authors":"Steve J. Drew, Christopher J. Klopper","volume":78,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":1797,"pagesEnd":1806,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/5546","abstract":"In this paper, the action research driven design of a\r\ncontext relevant, developmental peer review of teaching model, its\r\nimplementation strategy and its impact at an Australian university is\r\npresented. PRO-Teaching realizes an innovative process that\r\ntriangulates contemporaneous teaching quality data from a range of\r\nstakeholders including students, discipline academics, learning and\r\nteaching expert academics, and teacher reflection to create reliable\r\nevidence of teaching quality. Data collected over multiple classroom\r\nobservations allows objective reporting on development differentials\r\nin constructive alignment, peer, and student evaluations. Further\r\ninnovation is realized in the application of this highly structured\r\ndevelopmental process to provide summative evidence of sufficient\r\nvalidity to support claims for professional advancement and learning\r\nand teaching awards. Design decision points and contextual triggers\r\nare described within the operating domain. Academics and\r\ndevelopers seeking to introduce structured peer review of teaching\r\ninto their organization will find this paper a useful reference.","references":"[1] R. A. Berk, \"Survey of 12 Strategies to Measure Teaching\r\nEffectiveness.\" International Journal of Teaching and Learning in\r\nHigher Education, vol. 17, no. 1, 2005, pp. 48-62.\r\n[2] J. B. Biggs, Teaching for Quality Learning at University: What the\r\nStudent Does (2nd ed.). Buckingham: SRHE and Open University Press,\r\n2003.\r\n[3] M. 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