Embracing peer review of teaching: promoting the ‘why’ within third space education.

Authors

DOI:

https://doi.org/10.47408/jldhe.vi33.1214

Keywords:

peer observation, peer review, professional development, third space educator, learning development

Abstract

This case study explores how a Learning Development team has moved from a peer-observation to a peer-review process over the last five years, examining the rationale, development, and impact of the change in approach. The move to a peer-review process has emphasised a focus on holistic activity, through the connection of individual and group reflection on practice. We argue that the implementation of a peer-review process offers a way to recognise and ‘frame’ the complexity of career development for third-space educators (Veles and Carter, 2016). This is achieved by providing space in the process for individuals to develop their expertise, participate in peer discussions, share findings, and contribute to the shape of the team’s strategy. Importantly, the adopted peer-review process promotes ‘collegial conversations’ (Quinlan and Åkerlind, 2000, p.101) that are built on trust (O’Keeffe et al., 2021), rather than snap judgements about teaching. Consequently, we suggest that our peer-review process is an enabler for us as third-space educators to articulate the impact of our practice through both theoretical and practical lenses, helping us to influence positive change within contemporary higher education.

Author Biographies

Avril Buchanan, Manchester Metropolitan University

Avril Buchanan is the Head of Academic and Study Skills at Manchester Metropolitan University. She leads on the development and delivery of professional, high-quality academic literacy and study skills provision for all students at the university. This includes ensuring that the Learning Development team operates within a culture of continuous improvement to respond to and add value to the student experience.

Kate Haley, Manchester Metropolitan University

Kate Haley is currently a Senior Academic and Study Skills Tutor at Manchester Metropolitan University. Prior to her role in Learning Development, Kate supported students in pastoral roles, and she has worked within the further and lifelong-learning sectors, with a focus on adult literacy.

Chad McDonald, Manchester Metropolitan University

Chad McDonald is a Senior Academic and Study Skills Tutor at Manchester Metropolitan University. Much of his work has focused on supporting students at transition points in higher education, especially in Arts and Humanities disciplines. He was a member of LearnHigher’s working group from 2021 to 2024, and he is the Deputy Chair of ALDinHE’s professional recognition working group. Chad became the Managing Editor for the Journal of Learning Development in Higher Education in 2024.

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Published

30-01-2025

How to Cite

Buchanan, A., Haley, K. and McDonald, C. (2025) “Embracing peer review of teaching: promoting the ‘why’ within third space education”., Journal of Learning Development in Higher Education, (33). doi: 10.47408/jldhe.vi33.1214.

Issue

No. 33 (2025): Special Edition, Third Space In HE

Section

Careers and professional development

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