Problematising the Notion of 'The Excellent Teacher': Daring to Be Vulnerable in Higher Education

Autor/inn/en	Mangione, Daniela; Norton, Lin
Titel	Problematising the Notion of 'The Excellent Teacher': Daring to Be Vulnerable in Higher Education
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1812565
Schlagwörter	Teacher Attitudes; College Faculty; Teaching Methods; Psychological Patterns; Teacher Effectiveness; Foreign Countries; Instructional Design; Teacher Student Relationship; Undergraduate Students; Doctoral Students; Supervision; Trust (Psychology); United Kingdom + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Teacher student relationships; Lehrer-Schüler-Beziehung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Großbritannien
Abstract	The paper puts forward the case for vulnerability as an important element within higher education pedagogy. In a context of rapid change and competing demands in the global higher education sector, the zeitgeist is that of teaching excellence, usually measured by a market-driven metrics approach. Teachers might, therefore, feel pressured not to reveal weaknesses either to their students or to their colleagues, and might tend to position themselves far away from any kind of vulnerability mode. Pedagogic vulnerability is a complex concept, liable to diverse interpretations and definitions. In an attempt to understand it more clearly, different views are explored in the literature, combined with a reflective analysis of two autoethnographic narratives portraying examples of vulnerability in teaching. This examination generated five principles of pedagogic vulnerability which are suggested as an approach to rethinking the purpose of higher education and the notion of teaching excellence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01