The professional learning of teachers in higher education

Knight, Peter; Tait, Jo; Yorke, Mantz

doi:10.1080/03075070600680786

Cited by 263 publications

(224 citation statements)

References 15 publications

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“…Learning within informal situations is seen as critical (Eraut, 2000) although more formal support may also play a role (Fuller, Hodkinson, Hodkinson & Unwin, 2005). Previous work investigating academic induction and university departments as workplaces (Trowler & Knight, 2000;Knight, Tait & Yorke, 2006) signals the importance of the quality of day-to-day interaction and of departmental leadership. It also suggests the need for study within specific subject disciplines because this is such a key element of an academic workplace.…”

Section: Workplace Learning In a Teacher Education Departmentmentioning

confidence: 99%

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Boyd

Harris

2010

Professional Development in Education

138

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This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. In this case study of a single department a qualitative analysis is used to interpret the transcripts of sixteen semi-structured interviews with lecturers in teacher education within four years of their appointment to higher education roles. They experience tensions within the educational partnership and professional field about the value of abstract knowledge compared to work-based practice and about what a lecturer in teacher education should be. The situated learning of the new lecturers within their particular departmental context encourages them to hold on to their existing identities as school teachers, rather than embrace new identities as academics.Key Words: Teacher educator; lecturer in teacher education; identity; pedagogy From school teacher to university lecturerThis paper reports on an investigation into the perspectives and workplace learning of newly appointed lecturers, in a single large UK teacher education department, who have moved from school based teacher roles and have less than five years experience working in higher education. The key question is 'how do new teacher education lecturers experience their transition from professional practice as school teachers to become lecturers in teacher education based in higher education?' Within this there is a sub-question of how these new lecturers build their professional identities. The purpose of the study is to help to shape the academic induction of new lecturers in teacher education because the development of these professional educators is critical for the effective contribution of higher education departments to the training of new school teachers.

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Section: Workplace Learning In a Teacher Education Departmentmentioning

confidence: 99%

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Boyd

Harris

2010

Professional Development in Education

138

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“…It might be argued that in some ways nurse education is very familiar with these contextual features. For new lecturers developing within this challenging context, previous work on academic identity and induction signals the importance of subject discipline, the department (Henkel, 2000;Trowler, 2001) and leadership at departmental or programme team level (Trowler & Knight, 2000;Knight et al, 2006).…”

Section: The Literature: Workplace Learning In Academic Contextsmentioning

confidence: 99%

“…Situated learning theory and activity systems theory have been presented as providing useful theoretical frameworks for analysing academic workplaces (Trowler & Knight, 2000;Knight, Tait & Yorke, 2006). The situated learning literature signals the need to focus on professional learning that is rooted in the workplace context and on the learning of newcomers as they interact with experienced colleagues within a community of practice (Lave & Wenger, 1991;Wenger, 1998).…”

Section: The Literature: Workplace Learning In Academic Contextsmentioning

confidence: 99%

Becoming a lecturer in nurse education: the work‐place learning of clinical experts as newcomers

Boyd

Lawley

2009

Learn Health Soc Care

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form The study has implications for all of those concerned with enhancing the academic workplace as a learning environment for lecturers in professional education fields such as nursing. These include the need to recognise and respond to tensions within 2 the workplace and to nurture non-formal collaborative learning.

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“…The evaluative study by Prosser et al (2006) found that such programmes encouraged the academic staff participating to be more student focused and to help form linkages between departments. The conclusion of the study by Knight et al (2006) on the effectiveness of postgraduate certificates in the field, was that there were varying levels of satisfaction for teacher development as an outcome of these programmes.…”

Section: The Impact Of Professional Development Programmesmentioning

confidence: 99%

“…In 2006, Pickering concluded that investigating the impact of these programmes on the practices and beliefs held by academics is not simple or even feasible. We will focus in this section on the work that has been undertaken by (amongst others) Prosser et al (2006); Rust (2000Rust ( , 2006; Kahn et al (2006); Knight et al (2006); Stes et al (2007); Hanbury et al (2008); Trigwell et al (2012) and Bamber (2013a). We consider also the limitations of this research, and the calls for more robust methodologies to be developed.…”

Section: The Impact Of Professional Development Programmesmentioning

confidence: 99%

Does Accredited Professional Development for Academics Improve Teaching and Learning in Higher Education?

McAvinia¹,

Donnelly²,

McDonnell³

et al. 2015

New Voices in Higher Education Research and Scholarship

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This Chapter examines the extent to which we can assess whether accredited professional development programmes for academics have improved teaching -and students' learning -in higher education. A review of the literature will be presented, along with new research undertaken in our home institution. The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area. Our findings from both the literature and our most recent research within our own institution indicate a range of benefits for higher education in providing and supporting accredited programmes for educators. However, we have also identified methodological issues in measuring these benefits and impact overall. The Chapter will discuss this work and connect it with the broader themes of this book. We emphasise the importance of effective teaching in the midst of the many complex changes influencing higher education at this time.

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The professional learning of teachers in higher education

Cited by 263 publications

References 15 publications

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Becoming a lecturer in nurse education: the work‐place learning of clinical experts as newcomers

Does Accredited Professional Development for Academics Improve Teaching and Learning in Higher Education?

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