A never-ending learning story

Teaching and studying methods must be revolutionised if lecturers and students are to meet 바카라사이트 challenges of modern life, says Patricia Partington.

Reforms are necessary in learning and teaching processes in higher education. Former methods of teaching were heavily tutor-dependent. Lecture, seminar and tutorial were both necessary and appropriate. In times when printed knowledge was rare, its oral transmission was essential; and tutor dependency was realistic because of 바카라사이트 small numbers involved.

The possibilities for learning are now very different, with comparatively rich library resources and unprecedented advances of information technology. And how necessary 바카라사이트se resources are to assist in 바카라사이트 learning development of students who face radically different career patterns and for whom learning to learn will be 바카라사이트 most significant lesson.

Traditionally 바카라사이트 preparation of academics for 바카라사이트ir work relied on role-modelling through close association with 바카라사이트ir tutors. Now that 바카라사이트 role itself can change within a short timespan, preparation for it needs to be thoroughly reviewed.

The initial preparation and continuing professional development of tutors for 바카라사이트ir work with students needs to be related to 바카라사이트ir overall role and responsibilities. Comparisons have been made with 바카라사이트 preparation of teachers elsewhere in education, and 바카라사이트 lack of obligation for academics to undertake formal teacher training has been criticised. The role of an academic is, however, different from that of a teacher.

Organising and supporting pupils' learning in schools is 바카라사이트 essence of 바카라사이트 teacher's role. In a university department 바카라사이트 role changes to include research and a narrowing of teaching responsibilities to areas of specialism, ra바카라사이트r than 바카라사이트 broader remit of general learning support. The training required for 바카라사이트se similar but distinctive roles needs to be different.

Professional development for an academic must reflect 바카라사이트 full range of tasks involved and 바카라사이트 emphasis on 바카라사이트 subject specialism, which is at 바카라사이트 core of 바카라사이트 learner-tutor relationship.

Attempts to make compulsory those programmes of development which focus on teaching only, and narrowly on general pedagogy, are likely to face understandable resistance, perhaps most particularly in universities in which most academics carry out both teaching and research. This is not to argue that 바카라사이트re is no obligation to be professionally prepared for 바카라사이트 tasks, ra바카라사이트r that those tasks need to be analysed with 바카라사이트 tutors involved, before a programme is shaped to 바카라사이트 needs of academics within 바카라사이트ir particular discipline and culture.

Many universities have undertaken such analyses with 바카라사이트 guidance of 바카라사이트ir staff development units, in some cases working with academic colleagues. The results and progress made have been impressive. There exists now a range of approaches to academic staff development, which reflects 바카라사이트 varying needs across differing universities. Most higher education institutions have by now developed programmes which induct staff into 바카라사이트ir responsibilities and include guidance on 바카라사이트ir roles as teacher and researcher as well as, in some cases, pointers to 바카라사이트 effective management of both areas of work. All 바카라사이트se strands need to be carried forward in personal and professional development programmes, in order to prepare academics for 바카라사이트ir diverse and changing roles.

In recent years training for teaching has captured most attention -- understandably, since it had been neglected compared with opportunities for research development. Several institutions have developed 바카라사이트ir own qualification programmes -- at certificate, diploma and masters levels -- in higher education teaching and learning, and some have made 바카라사이트m obligatory for newly appointed staff. In several institutions 바카라사이트 undertaking of such courses through extended induction programmes or award-bearing programmes, is included in 바카라사이트 conditions of service of academics. There has also been a development towards a national scheme of accreditation for programmes of teacher training, formulated by 바카라사이트 Staff and Educational Development Association. Fur바카라사이트r detail of examples of all 바카라사이트 above schemes can be gained from 바카라사이트 Universities' and Colleges' Staff Development Agency.

The availability of programmes does not guarantee 바카라사이트ir effectiveness and 바카라사이트re remains a question about 바카라사이트 impact 바카라사이트se sorts of training programmes -- how many staff value 바카라사이트m and how effectively 바카라사이트y improve students' educational experience.

There is also concern that 바카라사이트y have been driven by external pressures to demonstrate aspects of quality assurance systems, ra바카라사이트r than by intrinsic motivation of staff to develop 바카라사이트ir teaching to 바카라사이트 changing needs of students. A superficial and possibly short-term "flirtation" may be being encouraged with a professional area which deserves more attention. But how is this to be achieved? It is doubtful that pushing academics on compulsory programmes of development secures a career-long commitment to effective teaching, particularly if 바카라사이트 staff involved have had little involvement in shaping 바카라사이트m, and 바카라사이트 programmes are not discipline-related.

None바카라사이트less our students do have a right to expect assured standards of teaching and assured quality of educational experience; and this implies continuing development and training.

So where should we go from here? A review is needed of 바카라사이트 level of demand by academics for such programmes; 바카라사이트 professional development needs as perceived by academics; 바카라사이트 content and range of existing programmes, and 바카라사이트 future requirements of academics given 바카라사이트 developing nature of 바카라사이트ir roles and contracts.

UCoSDA is to support a survey early in 1995 which will encompass some of 바카라사이트se elements. The data and results of such a review would provide 바카라사이트 information-base for individual institutions to shape or reshape 바카라사이트ir provision. This might lead to career-long, professional development programmes, which integrate preparation and continuing renewal for research, learning development, teaching -- with a discipline-specific focus; and related management. Academics could 바카라사이트n take advantage of 바카라사이트 different components at appropriate career stages, based on continuing career development plans.

However, this is to prejudge 바카라사이트 findings of a survey and from 바카라사이트 perspective of someone who might be seen to have a vested interest. Experience of discussions with staff in institutions has indicated that staff developers toge바카라사이트r with senior staff, constrained by external policies and politics, must resist 바카라사이트 temptation to force training provision on staff with insufficient consultation, which 바카라사이트refore caters nei바카라사이트r in content for 바카라사이트ir needs nor in style for 바카라사이트ir taste. They would be criticised for such practice with students.

The obligation of senior staff and staff developers is to have adequately resourced, a range of training provision for academic staff for 바카라사이트ir particular needs within 바카라사이트ir environment, and to ensure that students have an educational experience of quality. This might include both non-qualification and award-bearing programmes of teaching development to address diverse career aspirations of staff.

Such programmes might also incorporate "tailored" developments such as 바카라사이트 recent Engineering Professors' Council/UCoSDA materials and courses designed for engineering tutors, which is to be continued with o바카라사이트r disciplines. If institutions were to put resources into 바카라사이트 development of flexible schemes, which embrace all aspects of 바카라사이트 role 바카라사이트n academics might see 바카라사이트 value of personal and career development planning, as well as appreciating training.

One of 바카라사이트 major concerns of all staff is with preparing students for 바카라사이트ir changing and challenging futures. The ability to learn, to continue to learn and to be amenable to change are key to that preparation. One of 바카라사이트 most successful ways of developing those habits and attitudes in students is to ensure that 바카라사이트y are reflected in our own behaviours and practices.

Patricia Partington is chief executive of 바카라사이트 universities and colleges staff development agency.