Dear Colleagues
I too have found the Dan Pratt inventory very helpful, particularly used as an iterative tool, so someone can see how their perceptions change over time and/or in response to a particular teaching situation. (It's also very interesting if people are team teaching as a way of unpacking different ethoses).
The work of Stephen Brookfield about different teacher identities eg fly on the wall; mandated confessional; at one with the students invariably triggers lively group debate.
We have an initial evaluative conversation about people's experiences as learners and how these may have shaped someone's expectations/beliefs about the kind of teacher they hope to be. This is built into our first PGCert module content and assessment. Our academic and teaching staff come from a wide range of cultural and disciplinary backgrounds so getting people to think about the assumptions they bring is illuminating.
Best wishes
Fran
Fran Beaton
Senior Lecturer in Higher Education and Academic Practice
Programme Director and Chief Examiner,Postgraduate Certificate in Higher Education
Centre for the Study of Higher Education
Unit for the Enhancement of Learning and Teaching
University of Kent
Canterbury CT2 7NQ
Tel 01227 824167
Profile http://www.kent.ac.uk/uelt/staff/apt/profiles/fbeaton.html
Please note our new email address for inquiries about our postgraduate taught programmes is
[log in to unmask]
To subscribe to the Centre for the Study of Higher Education mailing list:
email us at [log in to unmask],
or subscribe online at https://lists.kent.ac.uk/sympa/info/cshe-group (Kent users only)
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]] on behalf of Rachel Scudamore [[log in to unmask]]
Sent: 10 April 2015 16:44
To: [log in to unmask]
Subject: Re: new lecturer concepts of teaching surveys
Hello Giles,
You might like to consider something around the UKPSF – perhaps looking at the values and having a conversation about their interpretation for the new lecturer’s context. I have found Handel & Lauvas’ idea of a practical theory of teaching quite powerful in thinking about practice because it highlights the impact of one’s own values and beliefs around the role of HE and the student-teacher relationship. Starting with exploring those views and how they are reflected in practice might be a way to open a conversation where practice can be evaluated in a context that is more informed that right/wrong.
Regards,
Rachel
Dr Rachel Scudamore FHEA FSEDA
Head of Teaching Enhancement
The University of Nottingham
t: +44 (0)115 9515810
w: nottingham.ac.uk/teaching
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Bennett Shirley
Sent: 10 April 2015 16:34
To: [log in to unmask]
Subject: Re: new lecturer concepts of teaching surveys
I like Daniel Pratt's Teaching Perspectives Inventory, which certainly aspires to avoid value judgements of the type you mention. Find at http://www.teachingperspectives.com/tpi/
Robin Mason did an early interpretation for technology in teaching (c.2003), which suffers from now being old, but makes interesting reading alongside other writing associated with the TPI.
Shirley
Sent from my iPhone
On 10 Apr 2015, at 16:20, Giles Martin <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Dear SEDA Colleagues,
Could anyone recommend any 'conceptions of teaching' style surveys that they have used with new lecturers (other than the Prosser/Trigwell approaches to teaching inventory)? I would like to use a survey as part of the initial one-to-one tutorial I have with new lecturers just after they start our course, for discussion purposes and perhaps comparative at the end of the course.
I would ideally like to avoid anything too binary "good teacher"/"bad teacher" from the lecturer's perspective i.e. avoid a judgement, or questions where it can seem 'this is what you should be saying', so either people then put down what they think you want to hear or get annoyed that they're views are considered 'wrong'.
I hope the above makes sense. I'm largely looking for different ways of starting a conversation over their views on teaching in their context/subject, without trying to imply how they should be thinking.
Any suggestions/recommendations gratefully received!
Best wishes,
Giles
--
<logo.gif> <http://www.bath.ac.uk>
Dr Giles Martin, Bath Course Director and Academic Staff Developer Learning and Teaching Enhancement Office, University of Bath<http://www.bath.ac.uk>
Tel: +44 (0)1225 383236 | Email: [log in to unmask]<mailto:[log in to unmask]> | Twitter: @gilesdrmartin<https://twitter.com/gilesdrmartin>
This message and any attachment are intended solely for the addressee
and may contain confidential information. If you have received this
message in error, please send it back to me, and immediately delete it.
Please do not use, copy or disclose the information contained in this
message or in any attachment. Any views or opinions expressed by the
author of this email do not necessarily reflect the views of the
University of Nottingham.
This message has been checked for viruses but the contents of an
attachment may still contain software viruses which could damage your
computer system, you are advised to perform your own checks. Email
communications with the University of Nottingham may be monitored as
permitted by UK legislation.
|
