Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings
Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings
复制标题
教师对高等教育环境中课堂教学同行评审的感知障碍和态度
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
T. Khan
中科院分区：
文献类型：
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作者：
S. Teoh;L. Ming;T. Khan
教学互评是评价教学效果的一种方法。本研究旨在探讨教师对PRT过程的认知障碍与态度。在一系列数据库中进行了系统检索，发现26项研究可用于数据提取。由于所有数据仅以叙述形式呈现，因此未应用统计检验来评估变量之间的显著性、差异或关联。进行了专题分析，确定了以下重大问题：参与PRT过程中的教学专家的重要性，PRT的内容和反馈的质量，目标与PRT，教师认为的障碍PRT。总体而言，它表明，学术文化，与时间有关的问题，以及需要重组PRT准则的共同障碍，愿意参加PRT。
Peer review of teaching (PRT) is one of the various assessment methods employed to assess teaching effectiveness. The current meta-synthesis aims to summarize the faculty perceived barriers and attitudes toward PRT process. A systematic search was done across a range of databases, with 26 studies being found acceptable for data extraction. Because all the data were presented in narrative form only, no statistical test was applied to assess the significance, difference, or association between the variables. A thematic analysis was performed, which identified the following significant issues: the importance of the involvement of teaching experts in the PRT process, the content of PRT and quality of feedback, objectives associated with PRT, and faculty perceived barriers to PRT. Overall, it is shown that academic culture, time-related issues, and the need for restructured PRT guidelines are common barriers to a willingness to participate in PRT.