학술논문
Peer Review of Teaching: Using the Nominal Group Technique to Improve a Program in a University Setting with No Previous Experience
Document Type
Journal Articles
Reports - Research
Reports - Research
Author
Rocío Barrios-Rodríguez (ORCID 0000-0002-8772-636X ); Inmaculada Salcedo-Bellido (ORCID 0000-0003-4601-198X ); José Juan Jiménez-Moleón (ORCID 0000-0001-7917-6145 ); Macarena Lozano-Lorca (ORCID 0000-0001-5282-814X ); Noelia Galiano-Castillo (ORCID 0000-0002-6825-4213 ); Enrique José Cobos (ORCID 0000-0003-1308-6264 ); José Dámaso Vílchez Rienda (ORCID 0000-0003-3256-8525 ); Rocío Olmedo-Requena (ORCID 0000-0003-0054-6700 ); Carmen Amezcua-Prieto (ORCID 0000-0002-0957-4057 ); Sandra Martín-Peláez (ORCID 0000-0002-2193-3913 ); Carmen María González Domenech (ORCID 0000-0001-8248-3904 ); Juan Pedro Arrebola Moreno (ORCID 0000-0002-8643-2423 ); Raúl A. Rica (ORCID 0000-0001-5308-9422 ); María Eugenia García-Rubiño (ORCID 0000-0002-4008-6326 ); Pilar Requena (ORCID 0000-0002-2298-4085 )
Source
Subject
Language
English
ISSN
1360-144X
1470-1324
1470-1324
Abstract
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished during the teaching observation. The NGT highlighted that ensuring the pairs of teachers belong to different knowledge areas and offering information to future participants may improve the PRT program and increase faculty participation. In conclusion, questionnaires along the PRT program promoted self-reflection and important improvements were made by the NGT.