Bridging the Implementation Gap: A Teacher-as-Learner Approach to Teaching and Learning Policy

Autor/inn/en	Harvey, Arlene; Kamvounias, Patty
Titel	Bridging the Implementation Gap: A Teacher-as-Learner Approach to Teaching and Learning Policy
Quelle	In: Higher Education Research and Development, 27 (2008) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Educational Theories; Academic Achievement; Teaching Methods; Instructional Effectiveness; Instructional Innovation; Scaffolding (Teaching Technique); Learning Strategies; Case Studies; Knowledge Base for Teaching; Instructional Development; Teacher Effectiveness; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching improvement; Unterrichtsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Theorie-Praxis-Beziehung
Abstract	A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher-as-learner approach to the implementation of teaching and learning policy. Our approach has been influenced by approaches to change management as well as contemporary educational theories, such as constructive alignment and deep and surface approaches to learning. In this paper we use these approaches to evaluate the success of a policy initiative designed to encourage subject coordinators to use a faculty-endorsed template to embed graduate attributes into their subject outlines. The difficulties experienced by teachers at the disciplinary level in using the subject outline template illustrate how a seemingly positive and well-intentioned initiative can have a potentially minimal effect on teaching and learning practice and, as a consequence, student learning. We suggest that the Course Experience Questionnaire provides a useful model for evaluating not only teaching but also the management of teaching. As teachers responsible for the implementation of teaching and learning policies, we hope our views will provide a more integrated approach to teaching and learning changes in the higher educational context. (Contains 1 table, 1 figure and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10