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Hilaire GrahamKate Goodhand and Catherine Ogilvie
Transitions to Teaching in Higher Education
This session • Being a teacher in HE – initial conceptions• Transitions from
– What to do next (personal)– What else can I do (professional)
• Teaching Contexts• Challenges
– Bridging the gap– Being a professional teacher in HE
• Transition from practice• Conclusion
– Challenge
Being a teacher in HE
• Inspiring or being inspired . . .
Transitions from . . .
• “ I like studying…”: – acquiring specialist
knowledge – Participating as a
teaching assistant– Contributing further in
higher education
• “Perhaps I can teach”: – teaching becomes an
achievable prospect – – with a real job too! – Probably in school or
further education…
Oh my gosh! I am finishing my degree - what next?
Transitions from . . .
• Workplace experience• Specialist discipline knowledge• Business sector understanding• Contemporary/ current practice knowledge• Employability in the discipline
Teaching in Schools
• Teaching contexts . . .• Schools and Further Education• Requirement for qualification
• Teaching in HE– Traditional study– Professional practice
Teaching contexts: the university
• Discipline knowledge and practice:– ‘what we know about our subject or field’
• Developing teaching competency:– ‘focus on lifelong learning required to meet and
support the changing skills and careers’ (Dearing, R (1997) http://www.leeds.ac.uk/educol/ncihe/ Last accessed 13 April 2015)
Challenges. . .
Passion
Professionali
sm
Conceptualising the professional teacher
The HE teacher• Subject discipline proficient• Interested in development
in own field
The ‘professional’ teacher• capability as a teacher
(engagement with teaching activities, knowledge and values (set out in the UKPSF);
• engagement in professional development (reflection, evaluation and enhancement) (set out in the UKPSF).
• engagement with professional practice, scholarship and pedagogic research (set out in the UKPSF); and ,
Being professional
• Shift from being a teacher to being a professional teacher– What is the impact on practice . . .– What is the impact on profession . . .– How have institutions responded . . .
Teacher in profession
Professiona
l teacher
Becoming professional?
Transitions from Practice• Katy’s story– The job requirements
• Chetna’s story– Passion for teaching
Conclusion
• Where have teachers come from:– Relevance of development in teaching
• Expectations of teachers– Aspirations of achievement
• Researching the transition from professional discipline practice to teaching in higher education;– Enhancing teaching experiences
What now . . .
• How can this transition from discipline knowledge to a deeper understanding of professionalism best be facilitated in a dynamic education sector?