This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.
- Peer-evaluation should be a collaborative process founded in pedagogical theory and research.
- If the goal of peer-evaluation is to systematically facilitate faculty/academic staff teaching expertise, a collaborative process is recommended.
- A well implemented, theoretically grounded collaborative process can also facilitate faculty and academic staff teaching-related self-determination, which can help increase autonomous (intrinsic and identified) motivation.
Mazurek, R., Arvinen-Barrow, M., Huddleston, W., & Reckelberg, R. (2021). Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program. Journal of University Teaching & Learning Practice, 18(6), 101-118. https://doi.org/10.53761/184.108.40.206