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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]> 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--
Dr Giles Martin, Bath Course Director and Academic Staff Developer Learning and Teaching Enhancement Office, University of Bath
Tel: +44 (0)1225 383236 | Email: [log in to unmask] | Twitter: @gilesdrmartin
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