Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and 'teaching-scholarship'

Lueddeke, George R.

doi:10.1080/0307507032000058082

Cited by 241 publications

(193 citation statements)

References 20 publications

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“…The attendance, level of engagement, and detailed feedback suggest the event had an impact on the first-year students, particularly as a social opportunity to meet new colleagues framed as co-inquirers. The incoming students were aware that this approach offered an "alternative" to mainstream methods of teaching in higher education (Brew, 1999;Garde-Hansen and Calvert, 2007;Lueddeke, 2003). This event presented an opportunity to shape expectations in what was a novel learning environment for most in attendance, and it allowed the co-design group to introduce a range of themes that would have been difficult to convey in a lecture or seminar environment.…”

Section: Discussionmentioning

confidence: 99%

“…In this article we follow a similar line of argument to Lueddeke (2003), Griffiths (2004), and subsequent scholars in characterising IBL as an "alternative," as a reaction against what became mainstream approaches to HE pedagogy during the 20th century. We also see IBL as more than a challenge to institutionalised teaching practices-it presupposes a theory of learning.…”

Section: Introductionmentioning

confidence: 99%

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The Opening Conference: A Case Study in Undergraduate Co-design and Inquiry-based Learning

Rakrouki

Gatenby

Cantore

et al. 2017

IJSaP

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The separation between "research" and "teaching" in universities has been under increasing challenge from scholars who want to place inquiry-based learning at the centre of higher education. An important approach to challenging established paradigms and structures is to question, and thereby destabilise, role distinctions, relationships, language, and learning spaces. In this article we present a case study of a conference organized in collaboration between staff and students for first-year undergraduates. Reinventing the academic conference space is our aim in challenging assumptions about undergraduate education. As co-designers of the conference, we reflect on the activities and institutional context leading to the creation of the event, its design and implementation, and its impact on the undergraduate learning community. KEYWORDSCo-design, inquiry-based learning, conference, undergraduate, business schools INTRODUCTIONIn this article we want to explore an "inquiry-based learning" (IBL) approach, incorporating practices often considered the exclusive domain of research into a setting typically described as education or teaching. The case study example we provide is an "Opening Conference" for first-year undergraduate students co-designed by staff and students within a research-intensive UK university. A central motivation for this initiative was to explore the possibility of forming an IBL community with first-year undergraduates and working with staff and students in partnership to challenge the "conspiracy for safety" (Barnett, 1999, p. 164), which, arguably, has become the norm in HE learning design and

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Opening Conference: A Case Study in Undergraduate Co-design and Inquiry-based Learning

Rakrouki

Gatenby

Cantore

et al. 2017

IJSaP

View full text Add to dashboard Cite

show abstract

“…No obstante, ese horizonte didáctico no es fácil de alcanzar. La universidad, como institución, plantea fuertes resistencias al cambio (Lueddeke, 2003). Y el profesorado como colectivo está más acostumbrado a centrar su identidad en las disciplinas que dominan que en las condiciones que exige su enseñanza a los estudiantes (Beijaard y otros, 2004).…”

Section: Discusión Generalunclassified

Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Sabucedo

Abellás

Beraza

2014

RELIEVE

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[The declared teaching practices of the "best teachers" at the University of Vigo] AbstractThe present article intends to identify, make visible, describe, and explain the teaching practices that the best teachers of the University of Vigo declare to carry out. To do so, the authors have developed a process of research that includes qualitative interviews. Before stating the main conclusions of our research, we wish to explain that the concern of this work was not to do an evaluation of the teaching practices, good or bad, of the University of Vigo professors, but to look for models of good teaching practices. The main conclusion is that, even among the best teachers, the majority of current teaching practices could be classified as the traditional model of teaching in which the teacher and content play a central role. This fact shouldn't be surprising, nor should it cause us to diminish the importance of studying and making visible the teaching practices of good teachers, even if they are less innovative, as this is the best way to stimulate all teachers to improve their teaching practices.

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“…However, both teachers have many years of experiences on psychology topics. Based on Lueddeke (2003) and Lindblom-Ylänne et al 2006) there is a strong relation between soft sciences (such as psychology) and student-centred approaches. Teachers from soft sciences are familiar with more interactive learning approaches rather than the simple transmittance of knowledge by following the traditional way of teaching.…”

Section: Discussionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

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The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

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Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and 'teaching-scholarship'

Cited by 241 publications

References 20 publications

The Opening Conference: A Case Study in Undergraduate Co-design and Inquiry-based Learning

The Opening Conference: A Case Study in Undergraduate Co-design and Inquiry-based Learning

Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

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