Abstract
This study was carried out with new lecturers on a two year Post Graduate
Certificate in Learning and Teaching in Higher Education programme in a UK
university. The aim was to establish their beliefs about how studying on the
programme aligned with their teaching and learning philosophy and what, if
anything, had changed or constrained those beliefs. Ten lecturers took part in an
in-depth semi-structured interview. Content analysis of the transcripts suggested
positive reactions to the programme but lecturers’ new insights were sometimes
constrained by departments and university bureaucracy, particularly in the area of
assessment. The conflicting roles of research and teaching were also a major issue
facing these new professionals.
Certificate in Learning and Teaching in Higher Education programme in a UK
university. The aim was to establish their beliefs about how studying on the
programme aligned with their teaching and learning philosophy and what, if
anything, had changed or constrained those beliefs. Ten lecturers took part in an
in-depth semi-structured interview. Content analysis of the transcripts suggested
positive reactions to the programme but lecturers’ new insights were sometimes
constrained by departments and university bureaucracy, particularly in the area of
assessment. The conflicting roles of research and teaching were also a major issue
facing these new professionals.
Original language | English |
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Pages (from-to) | 345-356 |
Number of pages | 11 |
Journal | Innovations in Education and Teaching International |
Volume | 47 |
Issue number | 4 |
Early online date | 5 Nov 2010 |
DOIs | |
Publication status | Published - Nov 2010 |
Keywords
- teaching philosophy
- teaching beliefs
- pgclthe
- university teaching courses
- new lecturers
- assessment
- beliefs and practice