Peer partnerships refer to collaborative relationships formed among educators to enhance their professional growth and teaching effectiveness. These partnerships are structured to provide a platform for faculty members to exchange ideas, strategies, and best practices related to teaching and learning. Through peer partnerships, educators can engage in reflective discussions, share innovative teaching techniques, and offer constructive feedback, creating a supportive community of practice within the institution.
Faculty engagement in peer partnerships offers several advantages. It fosters a culture of continuous improvement and professional development, helping educators stay current with pedagogical advancements. These partnerships also promote a sense of camaraderie and collective learning, allowing faculty members to draw upon each other's experiences and expertise. By actively participating in peer partnerships, faculty members can refine their teaching methods, leading to enhanced student learning outcomes and a more vibrant and effective educational environment overall.
The following are characteristics associated with successful peer partnerships in higher education:
Chester, Andrea, Angela Clarke, Dallas Wingrove, and Bianca Denny. "Talking about teaching: empowering staff through peer partnerships." In Proceedings of the 10th Enhancement and Innovation in Higher Education conference, pp. 568-575. RMIT University, 2013.
Looking for ideas for peer partnerships? Here are some suggestions along with reasons why such partnerships can be beneficial:
Teaching Observation and Feedback
Co-Teaching and Team Teaching
Barnard, Alan, Waveney Croft, Rosemary Irons, Natalie Cuffe, Wasana Bandara, and Pamela Rowntree. "Peer partnership to enhance scholarship of teaching: A case study." Higher Education Research & Development 30, no. 4 (2011): 435-448.
Chester, Andrea. "Peer partnerships in teaching: Evaluation of a voluntary model of professional development in tertiary education." Journal of the Scholarship of Teaching and Learning (2012): 94-108.