Making sense of a teaching programme for university academics: Exploring the longer-term effects

Stewart, Martyn

doi:10.1016/j.tate.2013.11.006

Cited by 48 publications

(48 citation statements)

References 41 publications

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“…Evidence from recent studies suggests that the institutional climate of higher education might be problematic (Creanor, 2011;Lucas & Turner, 2007;Norton et al, 2010;Stewart, 2014), and comparison with different professional bodies of knowledge in other organisational climates might illuminate this issue.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, the respondents felt that the framework strengthens their confidence and identity as teachers and learning supporters (c.f. : Butcher & Stoncel, 2012;Norton et al, 2010;Stewart, 2014), and in research-focused institutions where teaching-focused roles can be 'lower profile', it enhances the understanding of what it means to be a professional educator (Peat, 2014). For all faculty, the framework 'puts teaching on the map', and provides a common language for discussing it, in a changing environment (Law, 2011).…”

Section: )mentioning

confidence: 99%

“…However, some report that early career faculty do find formal programmes to be useful (Norton et al, 2010;Onsman, 2006;Stewart, 2014) while others suggest that initial enthusiasm is later replaced by disappointment (Knight, 2006).…”

Section: Debates About Formal Faculty Developmentmentioning

confidence: 99%

“…Similarly, with a sharper focus on the UK context and framework, recent research has highlighted institutional constraints that work against creative teaching and learning approaches. In particular, the prioritisation of research and related community norms favour teaching that is 'just good enough' (Creanor, 2011;Lucas & Turner, 2007;Norton et al, 2010;Stewart, 2014). Thus there may be little at fault in formal certificate programmes as the enthusiasts empowered by them have to battle hostile institutional climates.…”

Section: Debates About Formal Faculty Developmentmentioning

confidence: 99%

“…But others have suggested aspects of a hybrid approach are emerging, in which reflective practice is both integrated with a formal programme (fitted to a local context, c.f. : Shrives, 2012;Stes, 2013;Quinn, 2012), and taken up as an approach to ongoing, long-term development (Lucas & Turner, 2007;Stewart, 2014).…”

Section: Debates About Formal Faculty Developmentmentioning

confidence: 99%

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Faculty development in teaching and learning: the UK framework and current debates

Hibbert

Semler

2015

Innovations in Education and Teaching International

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Following the publication of a recent report, commissioned by the Higher Education Academy and conducted by SEDA, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning).The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review.

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Section: Discussionmentioning

confidence: 99%

Section: )mentioning

confidence: 99%