Abstract
The purpose of this paper is to set out the process through
which a new policy framework for the peer review of
learning and teaching (PRLT) was developed at a researchled
institution. The paper will present the process that
facilitated the development and adoption of an adaptable
and empowering approach to PRLT, and explore how the
policy framework is being implemented (in the current
piloting phase) across diverse settings in the institution.
While acknowledging that the approach described is not the
only paradigm for teaching/learning support development,
the paper will try to share some of the excitement being
expressed by staff who feel:
• ‘allowed to talk about teaching and learning’
• ‘valued for their role in supporting student learning’
• ‘noticed’
which a new policy framework for the peer review of
learning and teaching (PRLT) was developed at a researchled
institution. The paper will present the process that
facilitated the development and adoption of an adaptable
and empowering approach to PRLT, and explore how the
policy framework is being implemented (in the current
piloting phase) across diverse settings in the institution.
While acknowledging that the approach described is not the
only paradigm for teaching/learning support development,
the paper will try to share some of the excitement being
expressed by staff who feel:
• ‘allowed to talk about teaching and learning’
• ‘valued for their role in supporting student learning’
• ‘noticed’
| Original language | English |
|---|---|
| Pages | 13-17 |
| Volume | 7 |
| No. | 4 |
| Specialist publication | Educational Developments |
| Publication status | Published - 2006 |