'The lecturer should know what they are talking about': Student Union Officers perceptions of teaching-related CPD and implications for their practice

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Permanent URL for this page: http://hdl.voced.edu.au/10707/423638.

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Abstract:

Continuing professional development (CPD) for [higher education] HE academic staff, through accredited courses for new lecturers, teaching innovation grants, peer review, mentoring and conference attendance, is firmly established practice, engagement with these activities may be essential to career progression. The input of students to CPD, student awareness of, or active engagement with these activities is limited despite the growing emphasis on agendas such as 'student engagement' and 'students as partners'. In this paper, [the authors] examine their perceptions of teaching-oriented...  [+] Show more

Subjects: Providers of education and training; Students; Higher education; Workforce development; Teaching and learning

Keywords: University; Academic staff; Professional development; Educational practice; Student services; Perception; Opinion

Geographic subjects: Great Britain; Europe

Published: Abingdon, England: Taylor and Francis, 2017

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Also called: 'The lecturer should know what they are talking about': Student Union Officers perceptions of teaching-related continuing professional development and implications for their practice

Journal volume: 54

Journal number: 2

Journal date: April 2017

Pages: pp. 143-151

ISSN: 1470-3297, 1470-3300 (online)

Notes:
Special issue: 'SEDA Conference November 2015: the importance of using an evidence based for teaching and learning', guest edited by Celia Popovic.

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 127.906

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