Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Autor/inn/en	Alabi, Jaena; Weare, William H., Jr.
Titel	Peer Review of Teaching: Best Practices for a Non-Programmatic Approach
Quelle	In: Communications in Information Literacy, 8 (2014) 2, S.180-191 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	Best Practices; Peer Evaluation; Academic Libraries; Educational Theories; Educational Methods; Teaching Skills; Library Instruction; Librarians; Educational Principles; Educational Practices; Lesson Observation Criteria; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Educational theory; Theory of education; Bildungstheorie; Educational method; Erziehungsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bibliotheksverzeichnis; Librarian; Bibliothekar; Bibliothekarin; Bildungsprinzip; Bildungspraxis; Unterrichtsmitschau
Abstract	Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism. (As Provided).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01