Thinkpiece: Observations of 'good' tertiary teaching

Emotional Labour in the Classroom: Lessons from a History of the British Education System

“…24 I have commented elsewhere how educational language in New Zealand surrounding what may (or may not) be perceived as 'good teaching' or 'best practice' seems less weighted-down with rhetoric compared to the UK education system. 25 This is argued by Thrupp to be because debates in New Zealand are still in a developmental stage. 26 For instance, there has been some considerable resistance to the New Zealand Ministry of Education's implementation of a marketised approach such as institutional Self-Assessment Reports (SARs) so ubiquitous in Britain.…”

“…2 Although heavily influenced by, and modelled on, the forces driving these unhelpful binaries, New Zealand's education sectors are younger and less well-developed as corporate, consumerled institutions, when compared to the reductionist, audit cultures embedded in US and UK education systems. 3 Government inspectorate agencies like the Education Review Office (ERO) or the Tertiary Education Commission (TEC) do not overtly demand in-depth microlevel reports and analysis from the institutions they oversee in terms of (for example) student achievements and retention statistics. Longitudinal research by Thrupp & White illuminates how National Standards are beginning to be implemented and how subsequent ERO judgements of schools are not impartial-and in some cases highly subjective-outputs of a process which involves being drafted and amended in a dialogue between reviewers and stakeholders.…”

A Model for Peer Observations of Teaching Practice and a Proposal for Implementation at Otago Polytechnic

“…The literature does offer solutions to these obstacles, such as a focus on development as opposed to evaluation, the maintenance of confidentiality, and the training of staff in providing constructive feedback (Gosling, 2002), as well as the need for voluntary engagement and a staged approach to implementation that begins with more willing staff members (Harris et al, 2008). However, staff reticence remains a concern (Edgington, 2014).…”

Untitled

“…The literature does offer solutions to these obstacles, such as a focus on development as opposed to evaluation, the maintenance of confidentiality, and the training of staff in providing constructive feedback (Gosling, 2002), as well as the need for voluntary engagement and a staged approach to implementation that begins with more willing staff members (Harris et al, 2008). However, staff reticence remains a concern (Edgington, 2014).…”