Hathaway, Tanya and Rao, Namrata (2020) Meanings, models and muddles: two tales of the pursuit of teaching excellence. In: Understanding Contemporary Issues in Higher Education. Routledge, London, pp. 93-106. ISBN 9780367374150
Full text not available from this repository. (Request a copy)Abstract
Contemporary models of higher education focus on developing various aspects of institutional excellence, teaching excellence being no exception. The knowledge base pertaining to teaching excellence is derived from empirical research into the teaching and learning process, contributing to the definition of the measures of educational quality. Current discourse on teaching and learning in higher education, is awash with terms such as student-centred, intellectual challenge, active learning and blended learning which influence and inform teachers’ teaching intentions and learning designs.. However, the detailed evidence base beyond the offical guidance on what constitutes quality teaching is often unexplored and/or lost during the translation of guidance into practice as evidenced here by the experiences of two university teachers in their pursuit for teaching excellence. This chapter examines this dissonance between research-informed and research-based evidence and its translation into practice, and considers its implications for students’ learning to suggest ways to bridge the evidence-action divide in university teaching.
| Item Type: | Book Section |
|---|---|
| Keywords: | Teaching excellence; learning and teaching in HE |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Namrata Rao |
| Date Deposited: | 20 May 2020 16:16 |
| Last Modified: | 12 Nov 2024 11:29 |
| URI: | https://hira.hope.ac.uk/id/eprint/3070 |
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