Compulsory schemes that extend peer review beyond classroom observation are rare. The institution within which this study sits implements one such example named peer support. By drawing upon data from one faculty, the peer support scheme, which has been in operation since 2009 is placed under a research-led critical review. Whilst the scheme is recognised as an enriching form of professional development, time is increasingly the most precious individual academic commodity. Some elements of the peer support scheme are yet to universally convince academics that the process yields appropriate levels of personal benefit. This paper discusses conditions that will assist in reaching the time/benefit balance required to ensure the long-term efficacy of schemes akin to peer support that extend beyond observation.
|Number of pages||11|
|Journal||Innovations in Education and Teaching International|
|Early online date||24 Feb 2020|
|Publication status||E-pub ahead of print - 24 Feb 2020|