Positively Transformational or Poisoned Chalice? The Impact of a Course on Higher Education Teaching at a Research-Intensive Institution

Autor/in	Skelton, Alan
Titel	Positively Transformational or Poisoned Chalice? The Impact of a Course on Higher Education Teaching at a Research-Intensive Institution
Quelle	In: Teaching in Higher Education, 18 (2013) 8, S.908-919 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.827640
Schlagwörter	Foreign Countries; Masters Programs; Graduate Students; Professional Development; Professional Identity; Interdisciplinary Approach; Program Effectiveness; Educational Objectives; Student Attitudes; Values; Learning Experience; Interpersonal Relationship; Theory Practice Relationship; Student Evaluation; Research Universities; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational objective; Bildungsziel; Erziehungsziel; Schülerverhalten; Wertbegriff; Lernerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Theorie-Praxis-Beziehung; Schulnote; Studentische Bewertung; Forschungseinrichtung
Abstract	This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher identity work and departmental, institutional and wider system-level policies and practices. Three main findings are discussed: personal and professional change, the value of critical interdisciplinarity and how developing an emphasised teaching identity for some individuals can be a "poisoned chalice". This article concludes by considering the implications of these findings for course development, institutional strategy and the Higher Education Academy's Professional Standards Framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10