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Fostering enquiry and conversations in teaching: ‘Backstage’ approach to educational development

  • Autores: Sue McGowan, M. Vogel
  • Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 453-460
  • Idioma: inglés
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  • Resumen
    • At King’s College London (KCL), our staff development programme for newly-appointed teachingstaff replaced a traditional programme in October 2018. The foundation for the new programme rests onrecent work in academic development (Kenny, Chick et al., 2017) and the responsibilities that encompasswhat it means to be an educator at KCL. While the core focus is on student-centred teaching and learning,other responsibilities such as personal tutoring, mentorship, and increasing educational leadershipopportunities necessitate additional conversations essential to being an educator. The programmeoccurs in three parts: 1) Part I is a pedagogical seminar series; 2) Part II is an opportunity to apply smallinterventions to teaching, to investigate those interventions and to reflect on what happened as aninitiation into SoTL; and 3) in the final part, participants will apply for Fellowship of the United KingdomHigher Education Academy. The premise for this programme stems from research on productiveconversations around academic practice where there is an intellectual approach to ‘idea testing’ and anestablished culture of trust (Roxå, T. & Mårtensson, K., 2009; Roche, V., 2001). This task experimentationphase in Part II is time for participants to complete these tasks independently within a continued supportframework. Part II concludes with an ‘exit session’ where participants bring documentation of theirtasks in order to engage in a scholarly peer review process of what happened, what worked, whereto improve, and next steps (Brookfield, 2017; Bernstein, 2008; Kreber, C., 2002; Felten, P., 2013). By thetime of the EuroSoTL conference we will have had 150 academic staff go through this programme with80 participating in Part II of the programme focused on SoTL. In this presentation, we will give a briefoverview of the rationale of the programme in addition to initial findings from the first year. Based onthese initial findings, we will engage our participants in our lessons learnt on our approach to professionaldevelopment as well as thinking about the advantages and drawbacks to our approach.


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