Peer review inspired observation
a strategic tool for validating the quality of pedagogy
DOI:
https://doi.org/10.54886/ibersid.v18i1.4996Keywords:
Peer observation, Peer review, Higher Education, Quality, Quality assuranceAbstract
The convergence between teacher peer observation in higher education and the peer review process in scientific publishing is explored. We conducted a preliminary study to analyse the strategies used by higher education teachers when evaluating teaching practices through observation, and compared them with the rigorous ones applied by peer reviewers in the context of scientific publication. The core aim is to compare quality practices in two different eco-systems: the academic environment, where teaching methods are observed and evaluated by teaching peers; and the field of scientific publishing, where peer reviewers evaluate the quality and originality of research. This study is based on a literature review, framing the analysis in descriptive parameters. The results show similarities in the importance of critical reflection and rigorous analysis, evidencing a convergence in participants' perceptions of the need for constructive feedback and specific guidance to promote professional development. Both processes contribute significantly to quality and progress in their respective spheres, highlighting the importance of effective evaluation practices in academic and scientific environments.
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© 2007- . Authors retain their copyright, but transfer the exploitation rights (reproduction, distribution, public communication and transformation) to the journal in a non-exclusive way and guarantee the right to the first publication of their work to the journal, which will be simultaneously subjected to the license CC BY-NC-ND. Authors take whole personal responsibility on fulfilling all the appropiate ethical codes and laws, and obtaining all the necessary copyright permissions regarding their articles. Institutional and self- archiving is allowed and encouraged.
