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Centre for the Advancement of Teaching and Learning
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Feedback on teaching from peers: Angst to acceptance
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Page ID: 76048
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| Short Page Name | Feedback on teaching from peers: Angst to acceptance |
| Description |
The traditional argument for academic independence coupled with the increasing specialisation in discipline areas has allowed teaching to be mainly an activity of individuals rather than teams, and the activity is performed behind closed doors. Public scrutiny of teaching is generally resisted.
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| Keywords |
teaching feedback even seldin using colleagues peer beyond effective assessment 1999 colleges opinions palmer 1998 used processes student outcomes courage quot ashcroft others classroom amp palacio evaluation 1996 institutions evaluating activity practices measuring p.1 alone let knows bolton something measurement terminology universities review pp truly 1-24 researching because francisco san control therefore jossey-bass anker teach page oppose included those kogan 119 london lead given sensitive copy instrument regarding research choose good edition itl explored related provide issues department seek uwa benefits debate nationally bad ed views obtained otherwise academics developed observation through current changing forms resisted while seeking generally scrutiny doors public still uncommon growing acceptance particular education higher practice many closed behind independence coupled increasing academic argument title traditional specialisation discipline rather teams performed individuals mainly areas allowed among administrators giving another bound else someone teachers inviting fraught anxiety threatened threatening puposes insecure fairly array feel true teacher always process performance data reported instance 598 whereas percentage needed examine examiner view reluctance routinely found extend
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http://www.catl.uwa.edu.au/page/76048
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| Source |
http://www.catl.uwa.edu.au/page/76048
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Publications
Issues of Teaching & Learning
Volume 11 2005 - Issues of Teaching & Learning
Issues of Teaching and Learning, 11(3)
Feedback on teaching from peers: Angst to acceptance
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