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1.
Supported reflective practice: a programme of peer observation and feedback for academic teaching development 总被引：3，自引：0，他引：3
Maureen Bell 《International Journal for Academic Development》2013,18(1):29-39
The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered. 相似文献
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This paper uses the concept of teaching and learning regimes (TLRs) to help explore a set of questions about why some academic staff in universities thrive on and benefit from accredited programmes designed to improve HE learning and teaching practices ("educational development programmes") whilst others experience periods of resistance or some drop out altogether. "TLR" is a shorthand term for a constellation of rules, assumptions, practices and relationships related to teaching and learning issues in higher education. These include aspects of the following salient to teaching and learning, each of which we elaborate and illustrate in the paper: identities in interaction, power relations, codes of signification, tacit assumptions, rules of appropriateness, recurrent practices, discursive repertoires, implicit theories of learning and of teaching. The argument presented here is that academic staff on educational development programmes ("participants") bring to programmes sets of assumptions and practices rooted in TLRs. Educational development programmes themselves instantiate TLRs which may be more, or less, compatible with those of individual participants. Where there are incongruities between the two they need not be fatal if participants are able to, or are encouraged to, surface and reflect on previously tacit assumptions embedded in their TLRs. Similarly, there may not be a problem if participants are able to exercise discretion over the application of aspects of different regimes; applying them in different contexts as appropriate. Evidence from participants' writing, participant observation, secondary sources and data from eight interviews inform the paper and form the basis for illustrative vignettes. 相似文献
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《Higher Education Policy》2001,14(2):117-140
A model for the estimation of student unit costs and the staffing requirements for university academic programmes is presented. The development of the model starts off with the specification of a staff distribution matrix, which sets out the proportions of the various staff levels in a given staff category that are needed to service at a particular degree level. The categories of staff considered are teaching (academic), senior administrative, technical, clerical, and semi-skilled. Within a given category of staff are considered various staff levels, e.g. Professor, Senior Lecturer and Lecturer in the case of the teaching staff category. The academic programmes are considered to be taken at the Bachelor's, Master's and the Doctorate degree levels. Ratios between numbers of staff in a given level within a category, as well as ratios of staff within the category needed to service at the various degree levels are specified a priori. Academic (teaching) student-staff ratios for the various programmes are also set out a priori. Student-staff ratios for the other categories of staff are then computationally derived from the academic student-staff ratios. For each staff category a staff distribution matrix is then worked out. With the staff distribution matrix thus specified, the student unit cost and staffing requirement for a given academic programme are computed through various manipulations on the matrix. As a test example, the model is used to estimate student unit cost and staffing requirements for the six public universities in Kenya. 相似文献
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Edilson Arenas 《高等教育研究与发展》2009,28(6):615-628
There is empirical evidence that teachers’ intentions concerning what students should learn, teachers’ beliefs about teaching and teachers’ conceptions of, and approaches to, teaching within a specific context are closely related to the resulting quality of teaching. Following this line of reasoning, I argue in this paper that despite extensive research about good practice teaching international students, it is still unclear what constitutes good practice within this specific context. This research uses empirical data to determine how teachers may improve their understanding of, and adapt their teaching to, diverse groups of international students to meet emergent demands. A sample of 20 academics teaching international students in a medium‐sized regional Australian university participated in the study by responding to the widely used Approaches to Teaching Inventory. Results show that in this sample teachers tend to adapt their teaching approaches to match the context and, to some extent, slightly tend towards a knowledge transmission, teacher‐focused approach to teaching. An understanding of this may be used to implement staff development programmes for teaching practices that promote a student‐focused approach to teaching to encourage knowledge creation and conceptual change when teaching international students. 相似文献
7.
Jennifer Roberts 《Distance Education》2018,39(1):37-53
AbstractThe roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas. 相似文献
8.
Online education is used for a variety of purposes in higher education. Two such purposes are improving one's performance over time and understanding one's professional development in the context of online teaching and learning. Relying on data from online staff development courses delivered in five Spanish universities, this article explores online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities' quality assurance contexts and offers an empirical examination of the ways in which faculty members learn curriculum and teaching competencies (CTCs) in online staff development programmes. At the core of this analysis is the contention that faculty members understand and respond to quality teaching lessons and activities. Finally, this study highlights the points deemed important when designing, implementing, and evaluating Internet CTC training courses. 相似文献
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Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
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While tertiary teaching staff are familiar with teaching strategies used in traditional course delivery, the design and delivery of courses integrating new technologies such as online materials poses new challenges for many. Hence, although technology may be used, its use is often at a superficial level, failing to have significant impact on teaching practice. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of the learning environment, this paper explores the experiences of several lecturers within Griffith University as they engage in the design and development of online materials as part of the university's flexible learning initiative. Insights into the experiences and perceptions of teaching staff developing online materials are used to highlight issues that can then be used to inform appropriate professional development support for tertiary staff. This in turn will enable the integration of technology into the learning environment to act as a catalyst for positive changes to teaching practice. 相似文献
11.
实践教学是高等教育的一个重要环节,实践教学师资水平对高等教育教学质量,对培养大学生实践动手能力有重要影响。实践教学师资队伍建设应目标明确,人才引进与培养及继续教育并重,实践教学师资引进要注重第一学历专业及教育背景、注重实践应用能力考核,使整个实践教学团队的年龄、职称、学历结构合理。实践教学师资建设可伴随实验室建设同步进行。 相似文献
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B. W. Imrie 《Higher Education》1981,10(5):551-572
The question posed in the title refers to policy for the professional development of academic staff. The answer is considered in five parts with reference to (a) staff associations; (b) university councils; (c) university departments; (d) individual staff; and (e) students.Policies and professionalism are discussed with reference to experiences in Australia, Canada, New Zealand and the U.K. A professional development policy is considered to be a prerequisite for in-service programmes for academic staff, for evaluation of academic performance and career related decisions. Members of a profession should accept responsibility for the practice of the profession.In particular, detailed reference is made in the Appendix to the history of the preparation of a policy for the professional development of academic staff by the New Zealand Association of University Teachers. 相似文献
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何宪平 《襄樊职业技术学院学报》2003,2(6):27-28
高等职业技术教育是二十世纪末在我国新兴的高等教育版块，是社会发展和教育改革之必然。论述了高等职业技术教育的六大基本特征，并对相关问题作出一番思考与议论。 相似文献
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从整体看,广告学专业模拟实践教学目前依然附属于理论教学,模拟实践教学方法有待改善,模拟实践教学体系有待建立。从师资队伍的建设、模拟实践教学平台建设和模拟实践教学内容的规范、模拟实践教学方法的改进和加强模拟实践教学管理等五个方面分析模拟实践教学体系的建立,从而促进广告学专业模拟实践教学的发展。 相似文献
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Brigitte Berendt 《Higher Education in Europe》1989,14(2):69-75
In virtually all the countries of the world, the need for staff‐development programmes for university and other higher education teachers has been recognized. Because the developed countries of Europe and of North America have a head start in the domain, specialists from these countries have frequently been called upon to create and to offer staff‐development programmes in the universities of developing countries. This article discusses the appropriateness of European conceptions of staff‐development for African universities. Concluding that Euro‐centric staff‐developers and pre‐packaged European programmes are not appropriate, that they run the risk of becoming a form of cultural neo‐colonialism, the author considers ways in which European specialists can collaborate with their African colleagues in the structuring of staff‐development programmes that are not only African‐centred but are geared to the real needs of African universities as they are perceived by Africans themselves. If the author's suggestions are accepted, African universities will be able to make use of those aspects of European staff‐development concepts and programmes which have universal value without having to accept European cultural tutelage along with them. 相似文献
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Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025
ABSTRACT In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access. 相似文献
17.
强化实践教学是广播电视大学创名牌保持持续发展的重要举措，加强开放教育实践教学教师队伍建设是保证实践教学质量的关键。明确教师在实践教学组织与指导工作中的职责，调动教师与学生实践教学的积极性和主动性，多途径建设双师型教师队伍，为学习者提供周到的实践教学指导服务，这是培养学生实践能力、提高开放教育实践教学质量的重要保证。 相似文献
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陈玉涛 《廊坊师范学院学报》2014,(4):118-120
要培养适应区域经济社会发展的应用型旅游管理专门人才,必须构建以学生综合素质提升为中心的一体化实践教学体系。分析当前高校旅游管理专业实践教学现状,进一步界定旅游管理专业一体化实践教学体系的内涵、实践能力指标、实践教学体系的内容,可以发现,要真正构建旅游管理专业实践教学体系,就要整合实践教学课程、加强校内外实践教学基地建设、强化“实践型”师资队伍建设、严格评估与考核机制。 相似文献
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Jane O'Leary 《International Journal for Academic Development》2013,18(2):72-82
Abstract This paper emerged from the findings of a study investigating the efficacy of a staff development programme, called TRAC (Teaching, Reflection and Collaboration), offered through Queensland University of Technology, Brisbane, Australia. Participants in this study indicated an express need for academic staff developers to foster a range of skills when seeking to implement exemplary staff development programmes. One of the most crucial skills stipulated by participants was the ability for staff developers to offer development opportunities which effectively cater to the current hectic, competitive and outcome‐driven climate academics face. Other skills considered by participants to be pivotal for the development and implementation of exemplary staff development programmes included well‐developed human relation and interpersonal skills, facilitative skills and skills in co‐ordinating and networking. This paper begins by ‘setting the scene’, briefly outlining the TRAC programme and the author's research experience of this programme. Subsequently, it discusses the skills required of the developer instigating such a programme. In doing this, it aims to encourage developers to reflect on the efficacy of their own skills with a view to making appropriate changes. Thus, in attempting to trigger change in developers’ practice, this paper represents a vehicle for ‘development of the developers.’ 相似文献
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Graduate capabilities are an essential aspect of undergraduate development in higher education. Accordingly, La Trobe University's Design for learning has identified particular university-wide graduate capabilities and required all faculties to explicitly embed these in their curricula. The Faculty of Law and Management developed an approach to map the teaching and assessment of eight graduate capabilities across the first year of the faculty's degree programmes, allowing staff to evaluate the embedding of graduate capabilities and identifying where they might further develop their curricula. This article describes a process designed to collect, analyse and present data on current teaching and assessment of graduate capabilities. The discursive approach supports reflective practice in curriculum design while the resulting heat maps provide diagrammatic accounts of current practices and indicators of where redesign of curriculum should centre. 相似文献