The impact of teacher training processes on the professional practices of university lecturers : a review of policy and practice

Cowley, Paul ORCID: 0000-0002-7320-1554 and Hyams-Ssekasi, Denis ORCID: 0000-0002-5022-1210 (2019) The impact of teacher training processes on the professional practices of university lecturers : a review of policy and practice. INTED2019 Proceedings. IATED, pp. 5638-5647. ISBN 978-84-09-08619-1

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Official URL: https://library.iated.org/publications/INTED2019

Abstract

The emphasis on the teaching quality of university lecturers in the UK has become an emergent theme in UK education policy over the last 40 years. Prior to this shift in emphasis, it was seen as acceptable for an academic to be solely an expert in their particular subject area. A key theme to emerge from the policy interventions regarding teaching quality is the issue of teacher training processes for university lecturers. The purpose of this paper is to examine these policy developments against the research evidence regarding the subsequent impact of the policy on academics at both practitioner and institutional level. The paper finds that policy rhetoric would indicate an enthusiasm of successive governments to ensure meaningful training programmes for academics, e.g. Post Graduate Certificate in Higher Education (PGCEHE); this has been further supported by the introduction of professional bodies during this time period, e.g. Higher Education Academy (HEA). When contextualised against practitioner experiences and institutional interpretations of government policy the paper concludes that this is a problematic task due to the fragmented approach of UK higher education institutions in adopting these policies but also the varying research methods used to examine the topic area.

Item Type: Book Section
Additional Information: Paper given at 13th International Technology, Education and Development Conference,Dates: 11-13 March, 2019, Location: Valencia, Spain.
Uncontrolled Keywords: higher education, practice, policy, training
Divisions: Institute of Management
Depositing User: Tracey Gill
Date Deposited: 15 May 2019 08:22
Last Modified: 15 May 2019 08:22
Identification Number: 10.21125/inted.2019.1387
URI: http://ubir.bolton.ac.uk/id/eprint/2236

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