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ERIC Number: EJ1021607
Record Type: Journal
Publication Date: 2013-Nov-1
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1356-2517
Positively Transformational or Poisoned Chalice? The Impact of a Course on Higher Education Teaching at a Research-Intensive Institution
Skelton, Alan
Teaching in Higher Education, v18 n8 p908-919 2013
This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher identity work and departmental, institutional and wider system-level policies and practices. Three main findings are discussed: personal and professional change, the value of critical interdisciplinarity and how developing an emphasised teaching identity for some individuals can be a "poisoned chalice". This article concludes by considering the implications of these findings for course development, institutional strategy and the Higher Education Academy's Professional Standards Framework.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)