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Expert opinion from IOE, UCL's Faculty of Education and Society


The challenges of moving on from ‘teaching-as-telling’ (in higher education) – and some steps that can help convert new ideas into new practices

By Blog Editor, IOE Digital, on 15 June 2023

Lecturer moving in front of a university workshop class

Credit: Mat Wright for UCL IOE

Gwyneth Hughes.

Even the most experienced teachers can struggle to innovate their teaching practice. But how well are we serving these tutors in realising that end point? My research highlighted the value of explicitly scaffolding teachers’ reflection on their practice with theories of teacher development and learners and learning – to support their development as teachers but also keep expectations in check and motivating.

There is an increased expectation that teachers in further and higher education should be trained in teaching, learning and assessment. The most common route to this end is a one-year Postgraduate Certificate in Higher Education programme. In general, there is evidence of broad benefit from such programmes, but their contribution to developing the teacher’s conception of teaching/learning such that it supports parallel changes to their actual teaching practice is not so well-established.