Enhancing learning in the academic workplace through reflective team teaching

Knights, Susan; Meyer, Lois; Sampson, Jane

doi:10.1386/jots.4.3.237_1

Cited by 3 publications

(2 citation statements)

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“…In line with Collin and Valleala's (2005) finding that both individual and social elements of learning are equally important to faculty development, Knights, Meyer and Sampson (2007) suggest that reflective practice is best situated in the context of team-teaching, 'where two academics or more are present with the students for the whole of the course […which…] provides more possibilities for fruitful peer reflection' (p. 240). But others have suggested aspects of a hybrid approach are emerging, in which reflective practice is both integrated with a formal programme (fitted to a local context, c.f.…”

Section: Debates About Formal Faculty Developmentmentioning

confidence: 87%

Faculty development in teaching and learning: the UK framework and current debates

Hibbert

Semler

2015

Innovations in Education and Teaching International

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Following the publication of a recent report, commissioned by the Higher Education Academy and conducted by SEDA, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning).The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review.

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