Self-assessment in professional programmes within tertiary institutions |
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Authors: | Alan Skelton |
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Institution: | 1. School of Education, University of Sheffield, Sheffield, UKa.m.skelton@sheffield.ac.uk |
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Abstract: | This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher identity work and departmental, institutional and wider system-level policies and practices. Three main findings are discussed: personal and professional change, the value of critical interdisciplinarity and how developing an emphasised teaching identity for some individuals can be a ‘poisoned chalice’. This article concludes by considering the implications of these findings for course development, institutional strategy and the Higher Education Academy's Professional Standards Framework. |
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Keywords: | higher education teaching professional development teacher identities research-intensive universities |
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