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Inspiring to inspire: Developing teaching in higher education

Williams, L and Nixon, S and Hennessy, C and Mahon, EA and Adams, G (2016) Inspiring to inspire: Developing teaching in higher education. Cogent Education, 3 (1). ISSN 2331-186X

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Abstract

Following a three-year staff development initiative within one faculty in a UK university, the authors reflected on inspiring teaching and the role that staff development can play in enhancing individual practice. Teaching is a core component of Higher Education and is complex and multi-faceted both theoretically and in practice. Through individual reflections to a set of pre-determined questions, a group of Higher Education teachers (n = 5) with a responsibility for the development of learning, teaching and assessment, share their thoughts, feelings and beliefs on inspiring teaching. The interpretive analysis of the data shows from a staff perspective that the notion of inspiring teaching has three main components which are all interrelated, those being; the actual teaching and learning experience; the design of the curriculum and the teacher/student relationship. Staff development initiatives were found to help people explore and develop their own teaching philosophy, to develop new practices and to share and learn from others. However, individual’s mindset, beliefs and attitudes were found to be a challenge. Teachers can frame their development around the different aspects of inspiring teaching and with support from senior leadership as well as a positive culture, teaching communities can work together towards inspiring teaching.

Item Type: Article
Uncontrolled Keywords: inspiring teaching;; staff development;; higher education;; communities of
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Education
School of Sport Studies, Leisure and Nutrition
Publisher: Cogent OA
Date Deposited: 14 Mar 2016 15:33
Last Modified: 06 Oct 2016 11:04
DOI or Identification number: 10.1080/2331186X.2016.1154259
URI: http://researchonline.ljmu.ac.uk/id/eprint/3222

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