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A professional development framework for teaching in higher education
Conference paper   Open access

A professional development framework for teaching in higher education

N. Brown, M. Bower, J. Skalicky, L. Wood, D. Donovan, B. Loch, W. Bloom and N. Joshi
HERDSA 2010: Reshaping Higher Education (Melbourne, VIC, 06/07/2010–09/07/2010)
2010
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Abstract

In 2009, an international study of quality teaching was undertaken of 29 higher education (HE) institutions across twenty Organisation for Economic Co-operation and Development (OECD) countries. Published by the OECD Institutional Management in Higher Education, a forum focussed on challenges in HE in OECD countries, the study aimed to “highlight effective quality initiatives and mechanisms and to push forward reflection or practices that may in turn help other institutions to improve the quality of their teaching, and thereby, the quality of their graduates” (2009, p. 4). One of the main findings was that teaching matters in HE institutions, and “initiatives (actions, strategies, policies) aimed at improving the quality of teaching are spreading” (2009, p. 4). Adopting professional standards for HE teachers is one approach that is increasingly being advocated by educators and government bodies (Department for Education and Skills, 2003; Higher Education Academy [HEA], 2005). Indeed, professional standards, linked to accreditation, and as a guide to professional learning, have already been widely adopted in the school sector (Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEECDYA], 2010; National Board for Professional Teaching Standards, 2010; Training and Development Agency for Schools, 2009)...

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