Exploring the drivers and barriers to teaching excellence
Chapman-Waterhouse, E. (2020) Exploring the drivers and barriers to teaching excellence. ETH Learning and Teaching Journal, 2 (2). pp. 162-166.
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Abstract
In a sector that aspires to teaching excellence it is important to stand back and ask: what do we mean by this? While existing research defines effective methods for teaching and supporting learners, each institution and student collective has its own identity, culture, preferences and norms. The very exercise of locating excellence is also a powerful practice based conversation starter, particularly in terms of what makes our teaching practice “future-ready”. Findings from such evaluative conversations can provide a mandate for the advocacy of one practice over another; help individual staff develop confidence in their methods through affirmation; and shed light on institution specific conceptions of excellence.The aims of our interactive workshop were to facilitate those evaluative conversations, using the prompts provided by a table-top dialogue sheet.In combination with published literature, the findings from a project undertaken in the author’s home institution indicated that the drivers to impactful teaching could be categorised as either social, innovative or by the extent of their alignment with the real world. Perceived barriers included regulations and the entry profiles of students. The journey to teaching excellence was noted as not being without challenges; however, alternative pedagogies were perceived as a means to overcome them. Future work could include larger-scale projects to explore a wider range of both staff and student views.
| Item Type: | Article |
|---|---|
| Divisions: | Veterinary Health and Animal Sciences (from 1.08.20 to 31.08.21) |
| Depositing User: | Ms Kath Osborn |
| Date Deposited: | 10 Feb 2021 14:54 |
| Last Modified: | 22 Jul 2021 11:29 |
| URI: | https://hau.repository.guildhe.ac.uk/id/eprint/17634 |
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