IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v6y2016i3p2158244016658085.html
   My bibliography  Save this article

Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings

Author

Listed:
  • Siew Li Teoh
  • Long Chiau Ming
  • Tahir Mehmood Khan

Abstract

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.

Suggested Citation

  • Siew Li Teoh & Long Chiau Ming & Tahir Mehmood Khan, 2016. "Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings," SAGE Open, , vol. 6(3), pages 21582440166, July.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016658085
    DOI: 10.1177/2158244016658085
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244016658085
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244016658085?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016658085. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.