Inspiring to inspire: Developing teaching in higher education
Following a three-year staff development initiative within one faculty in a UK university, the authors reflected on inspiring teaching and the role that staff development can play in enhancing individual practice. Teaching is a core component of Higher Education and is complex and multi-faceted both...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2016-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2016.1154259 |
| _version_ | 1797707599939895296 |
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| author | Louise Williams Sarah Nixon Claire Hennessy Elizabeth Mahon Gill Adams |
| author_facet | Louise Williams Sarah Nixon Claire Hennessy Elizabeth Mahon Gill Adams |
| author_sort | Louise Williams |
| collection | DOAJ |
| description | Following a three-year staff development initiative within one faculty in a UK university, the authors reflected on inspiring teaching and the role that staff development can play in enhancing individual practice. Teaching is a core component of Higher Education and is complex and multi-faceted both theoretically and in practice. Through individual reflections to a set of pre-determined questions, a group of Higher Education teachers (n = 5) with a responsibility for the development of learning, teaching and assessment, share their thoughts, feelings and beliefs on inspiring teaching. The interpretive analysis of the data shows from a staff perspective that the notion of inspiring teaching has three main components which are all interrelated, those being; the actual teaching and learning experience; the design of the curriculum and the teacher/student relationship. Staff development initiatives were found to help people explore and develop their own teaching philosophy, to develop new practices and to share and learn from others. However, individual’s mindset, beliefs and attitudes were found to be a challenge. Teachers can frame their development around the different aspects of inspiring teaching and with support from senior leadership as well as a positive culture, teaching communities can work together towards inspiring teaching. |
| first_indexed | 2024-03-12T06:09:46Z |
| format | Article |
| id | doaj.art-8e9f629ea93144a188b6b5fbb97ea186 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T06:09:46Z |
| publishDate | 2016-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-8e9f629ea93144a188b6b5fbb97ea1862023-09-03T03:12:44ZengTaylor & Francis GroupCogent Education2331-186X2016-12-013110.1080/2331186X.2016.11542591154259Inspiring to inspire: Developing teaching in higher educationLouise Williams0Sarah Nixon1Claire Hennessy2Elizabeth Mahon3Gill Adams4Liverpool John Moores UniversityLiverpool John Moores UniversityLiverpool John Moores UniversityLiverpool John Moores UniversitySheffield Hallam UniversityFollowing a three-year staff development initiative within one faculty in a UK university, the authors reflected on inspiring teaching and the role that staff development can play in enhancing individual practice. Teaching is a core component of Higher Education and is complex and multi-faceted both theoretically and in practice. Through individual reflections to a set of pre-determined questions, a group of Higher Education teachers (n = 5) with a responsibility for the development of learning, teaching and assessment, share their thoughts, feelings and beliefs on inspiring teaching. The interpretive analysis of the data shows from a staff perspective that the notion of inspiring teaching has three main components which are all interrelated, those being; the actual teaching and learning experience; the design of the curriculum and the teacher/student relationship. Staff development initiatives were found to help people explore and develop their own teaching philosophy, to develop new practices and to share and learn from others. However, individual’s mindset, beliefs and attitudes were found to be a challenge. Teachers can frame their development around the different aspects of inspiring teaching and with support from senior leadership as well as a positive culture, teaching communities can work together towards inspiring teaching.http://dx.doi.org/10.1080/2331186X.2016.1154259inspiring teachingstaff developmenthigher educationcommunities of practice |
| spellingShingle | Louise Williams Sarah Nixon Claire Hennessy Elizabeth Mahon Gill Adams Inspiring to inspire: Developing teaching in higher education Cogent Education inspiring teaching staff development higher education communities of practice |
| title | Inspiring to inspire: Developing teaching in higher education |
| title_full | Inspiring to inspire: Developing teaching in higher education |
| title_fullStr | Inspiring to inspire: Developing teaching in higher education |
| title_full_unstemmed | Inspiring to inspire: Developing teaching in higher education |
| title_short | Inspiring to inspire: Developing teaching in higher education |
| title_sort | inspiring to inspire developing teaching in higher education |
| topic | inspiring teaching staff development higher education communities of practice |
| url | http://dx.doi.org/10.1080/2331186X.2016.1154259 |
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