Author(s): |
Nicholls, Gill |
Source: |
Studies in Higher Education, v30 n5 p611-625 Oct 2005 |
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Pub Date: |
2005-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Professional Development; Higher Education; College Faculty; Teacher Role; Research Methodology; Correlation; Foreign Countries
Abstract:
The latest UK White Paper has once again focused attention on the quality of learning, teaching and professional development in higher education. Underpinning the discussion is the premise that teaching excellence and professional development are essential for all academics, in particular new lecturers, which are firmly positioned within the framework of quality enhancement. The research reported in this article focuses on new lecturers' constructs of teaching, learning and research as identified by Kelly's personal construct theory. The elicited constructs are considered with respect to the changing demands and expectations made of new lecturers within the higher education community and the implications these may have for higher education.
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Pub Date: |
2005-07-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Teacher Effectiveness; Quality Control; Peer Evaluation
Abstract:
This paper examines the introduction of peer review of teaching in a pre-1992 university in England. The paper first considers the theoretical dimensions. Peer review of teaching is generally seen as a quality enhancement rather than a quality assurance instrument and a powerful means of encouraging the continuing professional development of individual lecturers. However, the paper identifies that where peer review of teaching is not seen in these terms, but rather as just one of many impositions by external agencies, universities face the major challenge of changing organisational culture and influencing the assumptions, beliefs, values and behaviours of academic staff. The second part of the paper discusses a case study of the implementation and impact of peer review of teaching in a large and very diverse university. This study highlights the theoretical concepts discussed and helps to conceptualise the problems associated with formative peer review of teaching in higher education.
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Author(s): |
Nicholls, Gill |
Source: |
Teaching in Higher Education, v9 n1 p29-42 Jan 2004 |
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Pub Date: |
2004-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; College Faculty; Teacher Attitudes; Teaching (Occupation); Credibility; Scholarship
Abstract:
This paper demonstrates how the introduction of the word scholarship in respect to teaching has become confused and misplaced and used to sustain and enhance a particular type of credibility to activities related to the enhancement of learning and teaching in higher education. Bourdieu's concept of symbolic culture is used to construct the argument and show how the use of the term 'Scholarship of Teaching' needs to be re-examined and conceptualized. Twenty-five academics from a variety of disciplines were interviewed to give their perceptions on the notion of scholarship, the scholarship of teaching, and the scholarship in teaching. These data were used to develop a framework for understanding and possibly reconsidering the role of the scholarship of teaching.
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Pub Date: |
2001-00-00 |
Pub Type(s): |
Books; Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Accreditation (Institutions); Faculty Development; Foreign Countries; Higher Education; Research; Scholarship; Teaching Methods
Abstract:
This book considers the present landscape of professional development in higher education in the United Kingdom, exploring the roles and implications of professional development and accreditation and the sometimes conflicting roles of teaching and research. The roles of professional bodies in the formalized staff development and accreditation in the United Kingdom are also reviewed, with a discussion of the Institute of Learning and Teaching (ILT). The chapters are: (1) "The Changing Landscape; (2) "The Demands and Functions of the ILT"; (3) "The Changing Role of Professional Development in Higher Education"; (4) "Assessment, Reflection and Professional Development"; (5) "A New Professionalism for Higher Education?" (Jon Nixon); (6) "Teaching, Research and Scholarship: The Role of Professional Development"; (7) "Ways Forward in Professional Development"; and (8) "Beyond the ILT." (Contains 187 references.) (SLD)
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Pub Date: |
1997-00-00 |
Pub Type(s): |
Books; Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Beginning Teacher Induction; Change Strategies; College School Cooperation; Cooperative Programs; Educational Change; Educational Cooperation; Elementary Secondary Education; Excellence in Education; Foreign Countries; Higher Education; Inservice Teacher Education; Institutes (Training Programs); Institutional Cooperation; Mentors; Preservice Teacher Education; Professional Development Schools; Teacher Centers; Teacher Collaboration; Teacher Education; Teacher Education Programs; Teacher Educators
Abstract:
This book reviews key aspects social, psychological, cultural, and contextual of the development of collaborative partnerships between elementary/secondary schools and institutions of higher education, and examines especially the nature of collaboration as part of the framework of professional development. After an introductory chapter, the first chapter focuses on the professional teaching and research communities, suggesting the need for collaboration to improve each other's practice. Chapter 2 examines the nature of working in "partnership" and the role of initial teacher education in formalizing partnership agreements. Chapter 3 addresses issues in the collaboration of schools and higher education institutions. In chapter 4 two case studies, a school-based curriculum development project in England and a school-based professional development project at a California high school illustrate successes and failures of collaborative ventures. Chapter 5 offers some theoretical perspectives on collaborative partnerships in the context of educational change, both internally and externally imposed. Finally, chapter 6 looks at the future of collaboration in suggesting that, despite trends toward greater prescription by external agencies and government legislation, there will also be increased opportunities for collaboration between institutions of higher education and schools. (Contains 175 references.) (CH)
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