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Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta. / Grech, Angelique.
In: Assessment and Evaluation in Higher Education, 16.05.2024.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Grech, A 2024, 'Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta', Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2349995

APA

Grech, A. (2024). Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta. Assessment and Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2024.2349995

Vancouver

Grech A. Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta. Assessment and Evaluation in Higher Education. 2024 May 16. Epub 2024 May 16. doi: 10.1080/02602938.2024.2349995

Author

Grech, Angelique. / Faculty’s perception of peer observation of teaching : the case of a higher education institution in Malta. In: Assessment and Evaluation in Higher Education. 2024.

Bibtex

@article{d3cc470f881244e3a7f1ec79aa1723a0,
title = "Faculty{\textquoteright}s perception of peer observation of teaching: the case of a higher education institution in Malta",
abstract = "Peer Observation of Teaching (POT) is one of the areas which is steadily gaining importance in higher education. Nevertheless, it is generally shrouded with uncertainty, doubt, and a lack of procedural understanding, especially in the context of small states where the number of teachers is limited. This study explores faculty perceptions of Peer Observation of Teaching (POT) in a micro higher education institution in Malta. The findings reveal that factors such as smallness, the {\textquoteleft}already known factor{\textquoteright}, guardedness, personalism, and fear of being judged shape how faculty view POT. The research advocates shifting from evaluative to developmental or peer-to-peer models of POT to suit the cultural intricacies of small states. It stresses the importance of transparent policies to foster trust and accountability and recommends enhancing relational and dialogic approaches to foster collegiality and offering Higher Education teaching training. These insights transcend small island states and are applicable to various educational settings, offering valuable lessons for teaching and quality assurance globally.",
author = "Angelique Grech",
year = "2024",
month = may,
day = "16",
doi = "10.1080/02602938.2024.2349995",
language = "English",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",

}

RIS

TY - JOUR

T1 - Faculty’s perception of peer observation of teaching

T2 - the case of a higher education institution in Malta

AU - Grech, Angelique

PY - 2024/5/16

Y1 - 2024/5/16

N2 - Peer Observation of Teaching (POT) is one of the areas which is steadily gaining importance in higher education. Nevertheless, it is generally shrouded with uncertainty, doubt, and a lack of procedural understanding, especially in the context of small states where the number of teachers is limited. This study explores faculty perceptions of Peer Observation of Teaching (POT) in a micro higher education institution in Malta. The findings reveal that factors such as smallness, the ‘already known factor’, guardedness, personalism, and fear of being judged shape how faculty view POT. The research advocates shifting from evaluative to developmental or peer-to-peer models of POT to suit the cultural intricacies of small states. It stresses the importance of transparent policies to foster trust and accountability and recommends enhancing relational and dialogic approaches to foster collegiality and offering Higher Education teaching training. These insights transcend small island states and are applicable to various educational settings, offering valuable lessons for teaching and quality assurance globally.

AB - Peer Observation of Teaching (POT) is one of the areas which is steadily gaining importance in higher education. Nevertheless, it is generally shrouded with uncertainty, doubt, and a lack of procedural understanding, especially in the context of small states where the number of teachers is limited. This study explores faculty perceptions of Peer Observation of Teaching (POT) in a micro higher education institution in Malta. The findings reveal that factors such as smallness, the ‘already known factor’, guardedness, personalism, and fear of being judged shape how faculty view POT. The research advocates shifting from evaluative to developmental or peer-to-peer models of POT to suit the cultural intricacies of small states. It stresses the importance of transparent policies to foster trust and accountability and recommends enhancing relational and dialogic approaches to foster collegiality and offering Higher Education teaching training. These insights transcend small island states and are applicable to various educational settings, offering valuable lessons for teaching and quality assurance globally.

U2 - 10.1080/02602938.2024.2349995

DO - 10.1080/02602938.2024.2349995

M3 - Journal article

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

ER -