Building Pedagogic Excellence: Learning and Teaching Fellowships within Communities of Practice at the University of Brighton

Autor/in	Jones, Jennie
Titel	Building Pedagogic Excellence: Learning and Teaching Fellowships within Communities of Practice at the University of Brighton
Quelle	In: Innovations in Education and Teaching International, 47 (2010) 3, S.271-282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Rewards; Fellowships; Teaching Methods; Professional Development; Instructional Improvement; Recognition (Achievement); Instructional Effectiveness; Teacher Effectiveness; Improvement Programs; Teaching Experience; Learning Experience; Evidence; Interviews; Foreign Countries; Communities of Practice; United Kingdom + Suchen Sie Ihr Suchwort? Reward; Belohnung; Fellowship; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Soziale Anerkennung; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Effizienzsteigerung; Lernerfahrung; Evidenz; Interviewing; Interviewtechnik; Ausland; Community; Großbritannien
Abstract	Can a system of teaching awards which is essentially one of rewards and recognition serve the dual purpose of enhancing learning and teaching, if the function of such a system does not go beyond the first stage of reward to the second stage of development? Institution-led teaching fellowships that focus on pedagogic research, and operate within the context of collaboration and sharing of practice, are thought to be an effective model for promoting real teaching excellence. Building on previous work, recent research at the University of Brighton shows how a learning and teaching fellowship scheme incorporating a "communities of practice" approach can be effective and sustainable in enhancing learning, teaching and professional development with far reaching consequences. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10