Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development

Over the past decades, peer review of teaching has become commonplace at many universities around world. Though research on topic is expanding, much literature composed qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize 48 articles into comprehensive conceptual drawing sociocultural perspectives learning. We propose term “collegial faculty development” (CFD) to encompass all practices support developing their quality by expertise colleagues. Our conceptualizes main elements CFD and shows how different contextual, individual, relational factors shape way unfolds. Based these theoretical considerations, discuss issues intersubjectivity, materiality, temporality as potential avenues for further research.