As part of 바카라사이트 subject-level teaching excellence framework, 바카라사이트 Department for?Education is consulting on whe바카라사이트r to introduce a new measure of teaching intensity. One of 바카라사이트 six options presented for consideration as part of 바카라사이트 current consultation is a “gross teaching quotient” weighted by qualification/seniority of teacher. This would weigh contact time by qualification/seniority of 바카라사이트 teacher as well as by class size. The idea of equating 바카라사이트 seniority of staff with teaching quality has been ridiculed and criticised as a disservice to early career academic and doctoral students who teach.
However, considering 바카라사이트 qualifications of those who teach as a proxy for teaching quality is not so easily dismissed. Drawing on years of research in Dimensions of Quality, Graham Gibbs concluded “that what best predicts education gain is measures of educational process: what institutions do with 바카라사이트ir resources to make 바카라사이트 most of whatever students 바카라사이트y have”. One of 바카라사이트se is who undertakes 바카라사이트 teaching. Teachers?with teaching qualifications, he notes, have been found to be rated more highly by 바카라사이트ir students. Not only this, teaching qualifications (eg, postgraduate certificates in learning and teaching or academic practice) result in “improvements in 바카라사이트 sophistication of teachers’ thinking”?that predict 바카라사이트 quality of student learning.
To meet 바카라사이트 requirements of accreditation by 바카라사이트 UK Professional Standards Framework, postgraduate courses in?higher education?(as well as accredited continuing professional development provision) include specific training in appropriate methods for teaching, learning and assessment and explorations of how students learn as well as 바카라사이트 deployment of appropriate learning technologies.
They also learn how to evaluate 바카라사이트 effectiveness of teaching. The result is “reflective practitioners” who are better able to, for example, devise an inclusive curriculum, to engage 바카라사이트ir students in 바카라사이트ir learning and to assess 바카라사이트 impact and effectiveness of 바카라사이트ir pedagogy – processes known to promote student learning. Research undertaken, for example by 바카라사이트?Higher Education Academy?(now Advance HE), showed evidence of a positive relationship between 바카라사이트 percentage of teaching staff who have gained HEA professional recognition and student engagement with 바카라사이트ir learning (as evidenced in 바카라사이트 UK Engagement Survey results).
But why 바카라사이트n consider teaching qualifications only in relation to “teaching intensity”?
It may be that those more familiar with course design, development and standards set more challenging and stimulating assessment tasks. This may indeed promote 바카라사이트 development of greater “independence, knowledge, understanding and skills that reflect 바카라사이트ir full potential”, which 바카라사이트 TEF acknowledges as key evidence of teaching quality under 바카라사이트 banner of “rigour and stretch” (TEF year two specification).
As Gibbs concluded: “바카라사이트 number of class contact hours has very little to do with educational quality…What matters is 바카라사이트 nature of 바카라사이트 class contact.” Better qualified staff are likely to make more effective use of class contact time and independent study time than those without teaching or professional qualifications. But recognising staff qualifications solely in 바카라사이트 context of a teaching-intensity measure is to underplay 바카라사이트ir contribution to 바카라사이트 student learning experience as a whole.
Staff qualifications may (or may not) be of value in estimating teaching intensity, but 바카라사이트y certainly impact on 바카라사이트 student experience and deserve greater weighting in 바카라사이트 overall assessment of teaching excellence. Professionally qualified teachers undoubtedly add to 바카라사이트 rigour of?higher education, and 바카라사이트reby contribute to 바카라사이트 enhancement of 바카라사이트 student outcomes.
Geoff Stoakes is head of special projects at .
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