A bit more input. Just saw this journal paper hot off the press:Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities
ABSTRACT
Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
Sent from my iPhoneThanks all for continued responses I have added to the document. I agree John regarding the value of up to 3 articles. I'll focus primarily on the first (at least initially) but further but but we can indicate that further theoretical investigation and analysis is required, I agree re adding some elements from the comments, thanks Helen - feel free to add anything or I will as soon as I get time.Thank you Theo, I can't claim to be an expert on the diversity of HE teacher training across the sector but I'm hopeful I can do justice to the diversity and expertise of the group, based upon the responses we have.Thanks all.Thank you John for that summary.Wrt 1. there is also some great discussion in the Guardian BTL comments - sorry if that has already been mentioned. Worth looking there as well as on this thread for some excellent points in response.Wrt Plato, it has been difficult to avoid the ‘purposes of higher education’ discussion in recent years. If it wasn’t foregrounded on this particular HE course, I wonder where in the university the writer was hiding that she managed to avoid it?BestHelenGreat exchange, Mark, Carol and Theo - thanks - but I now feel sorry for the author who is going to try to condense this into a 1,000 word op ed for the Guardian!There could be three pieces emerging here, perhaps?1 A straightforward retort to the Guardian piece2 A more measured, extended piece (perhaps for the THE) which looks at the current state play in the discipline of HE pedagogy – it’s theoretical, ideological, epistemological underpinning, evidence base, etc.3 Possibly another piece, perhaps written by someone at Advance HE and/or someone on SEDA exec, reminding everyone of the approach taken in the development and application of the standards frameworks for HE.I’m one of those who likes to agree that everything is a footnote to Plato. In this context Plato appears useful in reminding people just how old HE pedagogy is (as a discipline), and also, that if education is fundamentally about the pursuit of the `good’, this is, surely one for ideological and ontological debate as much as epistemological knowledge debate? The Greeks may have got it all wrong, of course!BestJohnJohn LeaFrom: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Gilbert, Theo <[log in to unmask]>
Sent: 16 October 2018 09:45
To: [log in to unmask]
Subject: Re: Dry eduspeakHello Carol,
I do agree. I also agree that whether we like it or not there is always an ideological basis for all that we do, including in even the most basic, practical terms, in the classroom. The work of looking hard at the ideology that underpins what we do, then exploring how practice and theory informs or can change that, is less onerous than I used to think it was. I've had a go at this re getting practical compassionate strategies for group work into HE - and assessed as part of degree programmes. It turns out the ideology, practical pedagogy and rich theoretical basis come together in powerful ways for students and for staff training. That's fortunate since it takes as much or more work to sustain what may be problematic in some areas of student and teacher development than it will to sort them out. Great , thought-provoking thread colleagues. Many, many thanks.TheoDr Theo Gilbert, SFHEAAssociate Professor, Learning and Teaching,School of HumanitiesUniversity of Hertfordshirede Havilland Campus Room R323AL10 9AB
From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Carol Webb <[log in to unmask]>
Sent: 16 October 2018 08:49
To: [log in to unmask]
Subject: Re: Dry eduspeakGreat input MarkHowever, this evidence based approach is heavily value ladened. Ideological and axiological analysis of such evidence demonstrates heavy bias towards knowledge based and cognitive learning theory, at the expense of much else. Social, emotional, well being, mental health and cultural values and social implications are largely ignored. As such, much reversion to theory is actually needed. Educators need to be empowered with the higher level fundamentals allowing them to make decisions based on both evidence and theory, while taking into account epistemological, ontological and axiological starting points.Best regards, CarolSent from my iPhoneHi all
It seems like the writer of the Guardian piece wanted a more practical “do this, do that”, “top tips” approach.
Colleagues do wonder what works best in teaching (don’t we all!).
There is the EEF’s Teaching and Learning Toolkit (caveat: evidence from/for teaching 5-16 year olds).
Here are strategies with cost, evidence and impact.
Cognitive psychologists at www.learningscientists.org have six evidence-based ways of teaching, all applicable to HE.
Maybe that’s the sort of thing that was needed in this case?
Best,Mark Carew
From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> On Behalf Of Kevin Merry
Sent: 16 October 2018 07:55
To: [log in to unmask]
Subject: Re: Dry eduspeak
Super idea. I’d be more than happy to contribute. The development of learning and teaching in Higher Education matters. We have some fantastic testimonials from our students that counter the view put forth in the Guardian.
Kevin
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Dave Lochtie
Sent: 16 October 2018 07:15
To: [log in to unmask]
Subject: Re: Dry eduspeak
I've been fascinated to follow to follow this, whilst saddened by the original article.
As someone who originally qualified as a primary school teacher (where the focus is obviously more weighted towards pedagogical theory over specific subject knowledge and content) i’m often surprised by some academic colleagues reluctance to embrace theory to support their teaching, particularly when they value the theory of their own specialism so much. That said in the same way we need to consider our students’ opinions on teaching these views should be explored and challenged rather than dismissed. As has been said it serves to remind that to be effective theory must be influenced by practice and practice influenced by theory.
Following Louise's suggestion of an article I'd be happy to try and draw together some of the comments here to make a response, though I'd appreciate the input of others as I think it needs to be pitched correctly. Were you thinking of an 'academics anonymous' response or a more traditional article? I'll start putting the email responses in here, it is collaborative, and will start off just a collection of notes from other responses, so please feel free to edit wholesale.
On Mon, Oct 15, 2018 at 8:01 PM Louise Naylor <[log in to unmask]> wrote:Can I suggest that someone write an article for the Guardian that captures the value of such courses, based on responses so far.I am not offering to do this, but it would appear to be an opportunity missed not to set the record straight(er)!
B/w Louise
Sent from my iPhone
On 15 Oct 2018, at 17:41, Kevin Merry <[log in to unmask]> wrote:Hi Colleagues,
This is an exceptionally biased article written by someone that clearly had a poor experience. It certainly doesn’t reflect the many PGCert courses that I’ve had the pleasure of contributing to, examining on or leading in the recent past, and as such feels a little antiquated in its views.
At DMU we’ve been delivering our PGCert via a flipped classroom approach for some time now, utilising pre-recorded screencasts to deliver content ahead of contact sessions. The rationale is that contact time doesn’t become full of the dry eduspeak that the author talks about, and enables us to show how theories can be applied in practical contexts, allowing lecturers the opportunity to develop the necessary skills that are so critical in the classroom. This is hardly a new development and has been around a long time. We’ve also been using the polling/voting tools the author speaks of for some time and have recently just added additional content on how to deal with tricky classroom situations to our academic development offer.
To get to the point we’re at now, we’ve liaised extensively with colleagues across the sector, sharing best practice, borrowing ideas and picking up tips and guidance based on work being done on many excellent courses. We would not have been able to develop our programme in the way we have if it wasn’t for the great work of others. Hence, the views of the author certainly don’t reflect the great work that is happening in relation to teacher training in UK HE.
Kevin
Dr Kevin L. Merry PhD, MPhil, DTLLS, SFHEA, Belbin Team Roles Accredited Practitioner
Senior Academic and Educational Development Consultant
Programme Leader, PGCert Learning & Teaching in Higher Education
People and Organisational Development
De Montfort University
Leicester
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