Transcript preinduction2009 - Aberystwyth University

Postgraduate Certificate in Teaching Higher
Education
(PGCTHE)
Pre-Course Briefing
December, 2011
What this programme aims for…
AU’s Vision for Teaching and Learning
“…to foster a culture of reflection and innovation to
enhance the quality and value of [the student]
experience.”
Learning and Teaching Strategy 2004 - 2010
What this programme aims for…
…better student learning
Is teaching an art or a science?
Setting the context
The Dearing Report (1997)
 National Committee of Inquiry into
Higher Education
 Advocated training in teaching for
probationary staff
 Spearheaded the ‘Quality’ agenda
Setting the context
Browne Review 2010…
 “It will be a condition of receipt of income from the
Student Finance Plan for the costs of learning that
institutions require all new academics with
teaching responsibilities to undertake a teaching
training qualification accredited by the HE
Academy, and that the option to gain such a
qualification is made available to all staff – including
researchers and postgraduate students – with
teaching responsibilities”
(Securing Sustainable Higher Education, page 45).
Setting the context
Changing social, educational and economic factors:
 Widening participation and retention agenda
 Central control vs marketisation
 professionalization
Is teaching in HE a profession?
What are the distinctive features of
a profession?
Distinctive features of a profession
 An altruistic orientation, or dedication to the
interest of the ‘clients’
 Occupational practice based on substantial body
of knowledge
 An extensive period of education or training
 An occupational code of ethics is in operation
 Strong form of self-organisation, designed to
control entry and discipline members based on
professional standards.
Professionalising teaching in the UK
 Move towards:
 Quality Assurance (QAA)
 Quality Enhancement
(professional development)
 Formation of the HEA (2004)
advocating evidence-based
/evidence-informed practice)
Academy
programmes are now
accredited in 135 HE Institutions
across the UK
 Higher Education
HEA Areas of Activity
 Designing learning
 Teaching and/or supporting
student learning
 Assessment and feedback
 Student support and guidance
 Engage in continuing
professional development in
subjects/ disciplines and their
pedagogy, incorporating
research, scholarship and the
evaluation of professional
practices
PGCTHE
Masters Level Programme (NQF
level 7)
60 M-Level Credits
Postgraduate Certificate
Registered Practitioner / Fellow of
the Higher Education Academy
(FHEA)
Masters Level Programme
(NQF level 7)
Professional Development
• 60 M-Level Credits
• Postgraduate Certificate
 Reflective Practice
 Values (UKPSF)
What can you expect?
 Theories, tips and techniques for teaching &
learning
 Space and time to think about how it might work
in your context
 Not a “one way” learning experience but an
exchange of ideas!
What is expected of you?

Work-based practice

Reflective practice

Practice informed by scholarship

Evidence-based practice

A trajectory of developing practice
Key elements of the PGCTHE programme
The course comprises:
Residential Induction (3 days)
CPD Workshops (6 days)
Teaching Cycles (3 action research projects)
Presentation Event (end of first teaching cycle)
Teaching Observations (7 in total)
Mentor Meetings
Optional Individual/Group Meetings
Assessed Portfolio
Residential Induction

Frameworks for thinking about
learning, teaching, assessment,
feedback & evaluation

Peer guided sessions

Time to debate and reflect

Opportunity to work with
colleagues from other
institutions
Residential Induction
Preparatory Work (see Handbook)
1. Pre course reading.
2. Prepare five copies of a statement of “Learning
and Studying at University”
2. Prepare 10 min presentation for the induction
from one of your sessions.
Developing a teaching philosophy
“Teachers’ beliefs about what learning is will
affect everything they do in the classroom,
whether these beliefs are implicit or explicit.
Even if a teacher acts spontaneously, or
from habit without thinking about the action,
such actions are nevertheless prompted by
a deep-rooted belief that may never have
been articulated or made explicit.” (Williams
and Burden 1997: 56)
Learning beliefs exercise
‘Reflect on your
experience as a learner
and discuss how this
influences your approach
to teaching and
supporting learning in
your discipline’
Teaching Cycles
Small scale action research project.
Not redesigning an entire module!
1.
2.
3.
4.
5.
6.
Identify a problem / or area for development
Research and consult around the area (mentor)
Explore options and decide on action with a theoretical rationale and
plan for change.
Activity log – implementation of process.
Evaluation of action - personal, peer, student etc
Assessment. Has intervention achieved aims? If no what can be
changed in the future?
Presentation Event
 At the end of first teaching cycle (usually end of second




semester after registration);
Based on first teaching cycle;
Ten minute presentation in front of peers, mentors,
DLT;
Five minutes of questioning;
Comments and feedback can be used for planning next
teaching cycle.
Teaching Observations
 Two observations of the participant’s teaching by the
mentor.
 One observation of the participant’s teaching by a
member of CDSAP / SELL.
 Three observations of the participant’s teaching by any
colleague (e.g. programme member or departmental
colleague).
 One observation by the participant of any colleague.
Mentor Meetings





Usually three per semester
Discussion of teaching cycles
Teaching Observations
General teaching support
Reading the portfolio
Completing the qualification…
Portfolio assessment
Combination of written commentary and
supporting evidence……
…..to demonstrate achievement of learning
outcomes.
Residential Induction
Metropole Hotel, Llandrindod Wells
Coach leaves from Porters’ Lodge at 9.30 am Monday
9th January
Coach leaves Llandrindod Wells at 3.45pm on
Tuesday 10th January
Other
 Teaching Interventions Database (300+ Teaching
Cycle reports)
 Online Journal of Academic Practice
 Higher Education Academy Subject Centres
PGCTHE teaching team
Susan Chapman / Jo Maddern
[email protected]
Graham Lewis
Giles Polglase
Annette Edwards
[email protected]
Mary Jacob & Kate Wright
Charles Buckley
Andrew Morgan
Sue Tangney
Bangor
Swansea University
UWIC