Developing conceptions of teaching and the scholarship of teaching through a graduate certificate in higher education

Developing conceptions of teaching and the scholarship of teaching through a graduate certificate in higher education

• Ginns, Paul Faculty of Education and Social Work, University of Sydney, Australia
• Kitay, Jim Dept. of Work and Organisational Studies, University of Sydney, Australia
• Prosser, Mike Centre for the Advancement of University Teaching, University of Hong Kong

International Journal for Academic Development, 13(3), 175-185, 2008

Routledge

2008

• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Academic Improvement Learning & Scholarship Professional Education Educational Programs Education, Higher Learning Ability Professional Education in Higher Education Scholarship of Teaching and Learning Conceptions Teaching Conceptions

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

There is increasing pressure toward professionalisation of university teaching, through the attendance of academic development courses and programmes. This is based on the expectation that such courses lead to more student-focused perspectives on teaching and learning and more effective teaching and learning practices. In this study we interviewed alumni of a Graduate Certificate programme, to explore its effects on teachers' self-reported experiences of teaching and the scholarship of teaching. This suggested that the programme had been successful in fostering the development of more complex experiences for most interviewees.
[Copyright of International Journal for Academic Development is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13601440802242382]

• English

Journal Articles

• 1360144X

• 10.1080/13601440802242382

https://bibliography.lib.eduhk.hk/en/bibs/64c1444b

2010-11-24