Credit: Mat Wright for UCL IOE

15 June 2023

By 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.

(more…)

Simon Marginson.

The post-election regroupement of the government provides a surprising and welcome opportunity to rethink the TEF before it does too much damage, before the shaping of behaviours and unplanned consequences become entrenched.

Let’s consider what might happen if the government took that opportunity—replacing TEF 2 (2017), whose first results will be announced – along with celebrations and wailing – tomorrow, with a much better TEF 3 (2018) for implementation next time round.
TEF 3 would need to start from three assumptions. First, for better and for worse we live (more…)