In Pursuit of Teaching Excellence: Outward and Visible Signs of Inward and Invisible Grace

Autor/in	Matheson, Ruth
Titel	In Pursuit of Teaching Excellence: Outward and Visible Signs of Inward and Invisible Grace
Quelle	In: Teaching in Higher Education, 25 (2020) 8, S.909-925 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matheson, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1604508
Schlagwörter	Educational Quality; Excellence in Education; Higher Education; College Faculty; Teacher Competencies; Teaching Styles; Student Satisfaction; Measurement Techniques; Values; Teacher Behavior; Curriculum Design; Teacher Characteristics; Success; Teacher Student Relationship; Faculty Development; Scholarship; Risk; Self Evaluation (Individuals); Reflection; Relevance (Education); Authentic Learning; Student Centered Learning + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrkunst; Lehrstil; Unterrichtsstil; Messtechnik; Wertbegriff; Teacher behaviour; Lehrerverhalten; Lehrplangestaltung; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Scholarships; Stipendium; Risiko; Relevance; Relevanz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The debate around what constitutes teaching excellence and how to measure it remains a contentious issue in higher education, with little consensus reached. Despite this, measures of teaching excellence influence university ranking league tables throughout the world. This paper explores the thinking and practice of five academics, recognised through student nominations as exhibiting teaching that students considered excellent and which promoted their learning. Through adopting the unusual methodology of 'rambling', talking whilst walking, the values, attributes and behaviours of these academics were captured. Themes emerged, which identified markers of teaching excellence and challenged current student satisfaction outcomes as a poor proxy for measuring teaching excellence. By examining the values, attributes and behaviours (practice) of these academics, we were able to identify guidance for; curriculum design that inspires, assessment that allows risk-taking, and values that need to either be challenged by/or embedded into academic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01