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Formación universitaria

versión On-line ISSN 0718-5006

Resumen

CONTRERAS, Gloria A.. Peer Teacher Feedback at the University. An Alternative of Formative Assessment. Form. Univ. [online]. 2018, vol.11, n.4, pp.83-94. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062018000400083.

This article provides theoretical and methodological suggestions for the implementation of a teaching peer feedback process in higher education. Peer teaching feedback gives the opportunity to reflect on the strengths and weaknesses of teaching and it gives the chance to contribute to the collegiality among members of an academic unit or of different units. For that purpose, the Chilean universities context is presented and a conceptual discussion about the subject is done. From that discussion, practice principles are suggested and after that a work period for its implementation is proposed. An authentic example that considerers the cycle of the pre-observation meeting, the record of the class observation, the previous report, the post-observation meeting and the final report, is presented. Initially the experience was effective because provoked teacher`s reflection about his teaching and how it could influence the learning of students. It is concluded that the teaching peer feedback process can be a powerful tool to improve teaching, although it must have an institutional policy that supports it.

Palabras clave : feedback; teaching; formative evaluation; peers; teaching improvement..

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