Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?     

Colin O’Byrne  Gwynaeth McIntyre  Celia Lie  Sheena Townsend  Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361

Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?     

O’Byrne  Colin  McIntyre  Gwynaeth  Lie  Celia  Townsend  Sheena  Schonthal  Benjamin  Shephard  Kerry 《Tertiary Education and Management》2018,24(4):351-361

Tertiary Education and Management - There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on...  相似文献