Research On Current Situation And Influencing Factors Of Teacher’s Participation In Peer Review Of Teaching In Research-Oriented Universities

Teaching evaluation is an important mean to improve teaching quality.As higher education enters the stage of popularization,it is necessary to perfect the teacher teaching evaluation system to improve teaching quality of universities.Currently,universities have paid attention to the participation of multiple subjects in the process of teaching evaluation.More and more attention has been paid to teachers as an important evaluation subject.In this process,foreign universities put forward the concept of peer review of teaching and received useful feedback in the practices of universities in many countries.Research on the participation of research-oriented university teachers in peer review of teaching can not only supplement the existing teaching evaluation researches,but also provide a reference for improving the teaching evaluation methods.Therefore,based on the perspective of comparison between China and foreign countries,this study first combs and discusses the origin of peer review of teaching in foreign countries and the relevant practice of universities.Then,taking a research-oriented university as a case,this paper conducts interviews with teachers to understand the status quo of peer review of teaching in research-oriented universities and the factors influencing teachers’ participation in peer review of teaching.Through the comparison of peer review of teaching in Chinese and foreign research-oriented universities,this paper explores the implementation path of peer review of teaching in Chinese universities.In the 1980s,the teacher empowerment movement arose in the United States,and teachers’ subjective status and power were valued.With the introduction of the fourth generation assessment theory,universities advocate the in-depth participation of multiple stakeholders in education evaluation,which has further promoted the development of the peer review of teaching.In the 1990s,the American Association for Higher Education organized and carried out the "From Idea to Prototype:Peer Review of Teaching" project.The concepts and methods of peer review of teaching have been adopted by more universities,and scholars have adopted the method content and framework of peer review of teaching.The peer review of teaching originated in the United States and has been fully implemented in universities in the United States,Canada,Australia and other countries.This study selects University of British Columbia and University of Melbourne,which have rich experience,as case studies to explore the foreign experience of peer review of teaching.Analyzing the peer review of teaching programs of two universities,we can find that peer review of teaching goes beyond the boundaries of disciplines and positions and encourages cooperation between different teachers.From the school to the department level,a strict guarantee mechanism has been established and guidance is provided for teachers.It takes the improvement of teachers’ teaching as its fundamental purpose and focuses on developmental feedback.On the basis of summarizing the practical experience of peer review in foreign research-oriented universities,this study further investigates the status quo and influencing factors of Chinese research-oriented university teachers participating in peer review of teaching.Taking a research-oriented university as the case university,interviews were conducted with the 8 deputy deans and 26 full-time teachers.The interviews aim to understand teachers’ attitudes towards different teaching evaluation methods,as well as the current situation of peer review of teaching and its influencing factors.Through the investigation,the following conclusions are drawn:1.At present,many foreign research-oriented universities have established relatively complete peer review of teaching systems and achieved certain results.Peer review of teaching aims to promote teachers’ teaching ability and professional development,pay more attention to developmental feedback.2.Teachers in Chinese research-oriented universities have certain expectations for participating in peer review to improve their teaching level.It can be learned from the interviews that teachers have different views on the effectiveness of peer review of teaching,but most teachers believe that peer review of teaching has positive significance in improving teaching standards.3.The participation of peer review of teaching in Chinese research-oriented universities is still in its infancy.Peer review of teaching has received a certain amount of attention,and the requirements for the implementation of peer review of teaching have also been put forward in the relevant texts of university teaching evaluation.However,there are still some problems in the implementation process,and the peer review of teaching system is still in the initial stage of establishment.4.The willingness of Chinese research-oriented university teachers to participate in peer review is jointly affected by internal and external factors.Institutional factors are the most important factor.Through the interviews,we can see that the factors affect teachers’ participation in peer review of teaching are diverse.Most teachers believe that institutional factors are the most important factor affecting their participation in peer review.Combining the relevant experience of peer review of teaching by domestic and foreign universities,universities need to further explore feasible ways to promote teachers’ participation in peer review of teaching.Universities need to reform the teacher evaluation system and attach importance to teaching and improve the incentive mechanism to enhance teachers’ enthusiasm for participating in peer review of teaching and standardize the peer review of teaching procedures.Take grassroots teaching organizations as the carrier to implement peer review of teaching and form a cooperative culture.At the same time,faculty development department can carry out workshops about peer review of teaching,provide teachers with a platform for communication,and establish a team of peer review of teaching experts.Teachers should attach importance to teaching,continuously improve teaching,and actively participate in teaching evaluation.