Sviluppo delle competenze professionali e qualità della didattica universitaria: la peer review come formazione partecipata

The quality improvement of the university teaching is crucial for the students’ learning outcomes. However, although the interconnections between the professional development of faculty and the enhancement of student learning is evident, academic professional development has received discontinuous and unsystematic attention. This paper discusses a particular training methodology for teacher s, the peer review, analysing assumptions and characteristics of this active method of professional development for university teachers. Based on the possibility of receiving feedbacks from dialogue and interaction between colleagues, it is considered a pr ivileged tool for professional enhancement of faculty and for improving the quality of their teaching practices.