The Two Paradigms of Education and the Peer Review of Teaching
From Evaluation Toolkit
This article discusses how the two paradigms of education (Teaching-Centered and Learning-Centered) could affect the way faculty members are reviewed when undergoing peer review. The major challenge to fair and proper peer review arises from the need to review the growing number of instructors who conform to the Learning-Centered paradigm. Early preparation for peer review should help avoid the disjunction created by an unwitting mixture of Learning-Centered aims and Teaching-Centered methods. Reviewers must ascertain that the instructor under review possesses accurate and current knowledge of geoscience content, regardless of paradigm, and understand that the role of a reviewer interviewing a Teaching-Centered instructor is to obtain information on the instructor's teaching of the content. Conversely, the role of a reviewer in reviewing a Learning-Centered instructor is to obtain information on the student's learning of content and skills, including the skill of how to learn.
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DLESE Catalog ID: EVAL-TLKT-000-000-000-098
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Publisher: National Association of Geoscience Teachers (NAGT)
The Journal of Geoscience Education (JGE)
Author: Dean A. McManus
School of Oceanography and Center for Instructional Development and Research
University of Washington