Teaching Excellence in the Disciplines

Autor/inn/en	Abbas, Andrea; Abbas, Joan; Brayman, Kira; Brennan, John; Gantogtokh, Orkhon
Institution	Higher Education Academy (HEA) (United Kingdom); London School of Economics and Political Science (England), LSE Enterprise Limited
Titel	Teaching Excellence in the Disciplines
Quelle	(2016), (92 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Higher Education; Teaching Methods; Intellectual Disciplines; College Faculty; Instructional Effectiveness; Deans; Interviews; Online Surveys; Art Education; Humanities; Health Education; Medical Education; Social Work; Social Sciences; STEM Education; Teacher Characteristics; Mixed Methods Research; Teaching Styles; Teacher Competencies; Educational Quality; Literature Reviews; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Geisteswissenschaften; Fakultät; Unterrichtserfolg; Dean; Dekan; Interviewing; Interviewtechnik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Humanwissenschaften; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Medizinische Ausbildung; Soziale Arbeit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; STEM; Lehrstil; Unterrichtsstil; Lehrkunst; Quality of education; Bildungsqualität; Großbritannien
Abstract	Higher education within the UK has expanded significantly over recent decades and is now characterised by considerable diversity in its institutional forms, in the content of its courses, and in the backgrounds, aspirations and destinations of its students. An extensive literature has identified HE pedagogies, including teaching practices and approaches, that are unique to disciplines and has proposed that these are linked to the specific knowledge structures of disciplines, the cultures of disciplines, the thought processes underpinning them, and/or the shared practices and identities of those who teach and study them. This study was structured through the following five research questions: (1) What is the range and balance of pedagogic approaches employed by teaching staff within their discipline? (2) What is considered to reflect excellent teaching in the disciplines? (3) How does this vary across disciplines and HE providers? (4) Are there distinctive disciplinary or "signature" pedagogies? (5) Which pedagogic approaches are considered the most effective in terms of their impact on producing suitable graduates of different disciplines? The authors investigated what pedagogic approaches were used across a range of disciplines, and why they were seen as effective, or in need of improvement, by those researching learning and teaching in the fields, and by deans. The first phase of the report consists of a literature analysis focused on analysing discipline-based literature on HE teaching and learning in 36 disciplines. The second section presents messages from the analysis of the literature. In section three, there is a comparative review of the deans' comments across four disciplinary clusters in relation to the project's five research questions. Section four summarizes "the things we know" and "the things we do not know" about "teaching excellence in the disciplines" across UK HE. The report concludes with recommendations of actions that should be taken to ensure and enhance the provision of the multi-faceted quality required of today's higher education. (ERIC).
Anmerkungen	Higher Education Academy. York Science Park, Innovation Way, Heslington, York Y010 5BR, United Kingdom. Tel: 01904 717500; e-mail: enquiries@heacademy.ac.uk; Web site: https://www.heacademy.ac.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01