المؤلفون: Jamie P. Halsall, Jason L. Powell, Michael Snowden

المصدر: Cogent Social Sciences, Vol 2, Iss 1 (2016)

مصطلحات موضوعية: teaching, learning, heutagogy, higher education, self-determined learning, student experience, teaching excellence framework (tef), Social Sciences

الوصف: Recently, within the higher education system in the United Kingdom, there has been close examination of the way institutions teach and assess students. This scrutiny has been intensified by central government with the proposed introduction of the Teaching Excellence Framework (TEF). The anticipated TEF demands that higher education institutions evaluate their teaching and learning practices and think of new ways to develop excellent student experience. Self-determined learning has resurfaced as a popular approach in the higher education sector. At the centre of self-determined learning is the concept of heutagogy. This approach enables the student to apply what they have learned in an education setting and relate it to the workplace. The aim of this paper is to critically explore the theoretical framework behind the self-determined learning approach. The authors of this paper argue that, from a social science perspective, a determined learning approach is in the best place to provide a contemporary, exciting teaching and learning experience in a competitive higher education market.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2331-1886

URL الوصول: https://doaj.org/article/4d42cf5a98e0419689f55f6dda1d3af2

المؤلفون: Simon Walker, Emily Salines, Catherine Molesworth, Sharon Mason, Abdillahi Abdillahi, Aanesh Jadav

المصدر: Higher Education Pedagogies, Vol 4, Iss 1, Pp 422-434 (2019)
Higher Education Pedagogies

مصطلحات موضوعية: Program evaluation, LB2300, Process management, Higher education, Computer science, media_common.quotation_subject, Teaching method, assessment, education, institutional change, feedback, lcsh:LB5-3640, Education, Excellence, media_common, business.industry, testa, Assessment design, humanities, lcsh:Theory and practice of education, higher education, embryonic structures, Key (cryptography), programme design, Program Design Language, assessment design, business, Quality assurance

الوصف: As a consequence of increasing pressures to enhance assessment and feedback in response to the National Student Satisfaction (NSS) and Teaching Excellence Framework (TEF), universities continue to invest significant time and resources in making improvements to this area of practice. Since 2013 the University of Greenwich has adapted, enhanced and implemented an approach called TESTA (Transforming the Experience of Students through Assessment). This case study offers a unique and sustained institutional perspective of the landscape of assessment and feedback. It examines the results from the analysis of 157 programmes over 5 years categorised as a top ten set of challenges. Through an examination of programme documentation and module evaluation by staff, the paper highlights some findings of facilitators, barriers and impact at institutional, faculty, departmental, programme and module levels. Its ultimate aim is to explore the real impact of TESTA and to contribute to an understanding of the conditions required for making and disseminating changes and spreading good practice across an HE institution.

وصف الملف: application/pdf

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::92a040a2733e162e8c227e007e12083d
https://doaj.org/article/cd713d38c5ad4f12b98c25450302bcac

المؤلفون: Yoel Adbel Ramírez Flores, Jose A. Elizondo-Leal, Rosa Nelly Cavazos Montemayorr, Ximena Cors Cepeda, Mildred Lopez

المصدر: Medical Education Online, Vol 25, Iss 1 (2020)
Medical Education
article-version (VoR) Version of Record

مصطلحات موضوعية: Male, Medicine (General), Faculty, Medical, Higher education, media_common.quotation_subject, education, Identity (social science), Job Satisfaction, Education, strong-professional identity, Professional Competence, R5-920, Excellence, ComputingMilieux_COMPUTERSANDEDUCATION, Humans, Learning, Sociology, professional identity, media_common, Medical education, educator identity, Education, Medical, Social Identification, ComputingMilieux_THECOMPUTINGPROFESSION, LC8-6691, business.industry, General Medicine, Special aspects of education, humanities, medical educator, Leadership, educational innovation, higher education, Female, business, Research Article, faculty developers

الوصف: Background Faculty developers are regularly involved in training medical educators to enhance their teaching excellence through workshops and other formats. By exemplifying professional and institutional values, faculty developers may profoundly impact how other educators perceive their own professional identity. Objective The objective of this study was to understand how the professional identity of faculty developers is formed. Design A qualitative approach was used, with a semi-structured interview. The sample consisted of 10 medical educators. A deductive thematic analysis based on Bolivar et al. (2004a) model of professional identity formation for medical educators was carried out. Results Self-image was impacted favorably through social recognition from students and peers, and the belief of having demonstrated professional competence through job assignments and enrollment in different leadership positions. The social relations to the center or department in which the faculty developer participates were strongly related to job satisfaction. Expectations about the future of the profession included positive attitudes toward change brought by generational differences. Regarding the process of construction of professional identity, life stories and dissimilar professional careers converge in the same educational setting. Faculty developers regularly resort to self-reflection, with a desire to continue learning and developing. They are resilient and purposeful, even in negative experiences that they have faced as identity crises. They share an awareness in building a legacy for the patients, their families, and the community through nurturing new generations of health-care practitioners. Conclusions The interviewed faculty developers have a strong-professional identity that is characterized by a stable sense of self, strong behavioral repertoire, and key associations with a community of practice.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e66421162f0fb94f563c4355eec5308c
https://doaj.org/article/7e5d29ac8c044664ab184d23d12dd296