Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

摘要

Manyacademiclibrarianswhoprovidelibraryinstructionhaveneverreceivedformaltrainingineducationaltheoryandmethods.Inanefforttobridgethisgapandimprovetheteachingskillsofinstructionlibrarians,someacademiclibrarieshaveestablishedpeerreviewofteachingprograms.Despitetherecognizedbenefitsofpeerreview,itmaynotbefeasibleforeverylibrarytoestablishsuchaprogram.Inanefforttoaidthosewhoareinterestedinpeerreview,butwhomaynotbeabletoparticipateinaformalprogram,theauthorsidentifytheprinciplesofpeerreviewthatcanbeappliedonanon-programmaticbasis.Sixareasofbestpracticearedescribed:establishinganenvironmentoftrust,respect,andconfidentiality;selectingasuitablepartnerfortheprocess;communicatingwithapeerreviewer;focusingonspecificaspectsofteachingwherefeedbackisdesired;makingtimefortheprocess;andpreparingoneselftoacceptcriticism.