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

在过去的几十年中，同行评议在全球许多大学中已变得司空见惯。尽管关于该主题的研究正在扩展，但是许多文献都是由定性研究组成，这些研究提供了相关的经验发现，但是在理论上往往基础有限。使用框架综合方法，我们将48篇有关同行评议的定性文章的经验发现综合到一个基于学习的社会文化视角的综合概念框架中。我们建议使用“学院教师发展”（CFD）一词，以涵盖所有通过其同事的专业知识来支持教师提高教学质量的实践。我们的框架将CFD的主要元素概念化，并显示不同的上下文，个人和关系因素如何影响CFD的发展方式。