The module is intended for those with little or no relevant previous teaching experience, and aims to provide an introduction to different theoretical approaches to learning and teaching , how these developed and the assumptions on which on which they are founded. The curriculum focuses chiefly on student-centred approaches to learning and teaching (including, but not only, socially situated learning), including the application of these to evaluation and assessment, but additionally makes reference to the developments associated with earlier (e.g. behaviourist) approaches. The module seeks to make explicit links between principles and the application of these to participants' own practice and development. A further central component of the module is the role of early teaching observation: being observed (and observing more experienced colleagues), receiving and responding to feedback, and articulating the values which underpin one's own practice are central to the development of the skills of a reflective practitioner and to career development.
The seminars will aim to introduce participants to principles underpinning different approaches to learning, teaching and assessment in higher education and the skills needed to apply this knowledge in practice. You will be encouraged to develop an evaluative approach to your teaching.
15 hours
This module is only available to members of staff who have to complete the PGCHE as part of their probation, or Graduate Teaching Assistants (GTAs) who are contracted by the University to teach. It is not available to postdoctoral research workers or part-time teachers.
It is essential that your teaching is at Higher Education level when you start this module, and provides opportunities for sustained teaching observation. The minimum requirement is two hours per week throughout any one term.
Assessment is via two written assignments totalling 3,000 words, including a portfolio of supporting evidence, not exceeding 1500 words. The structure is individually negotiated but such a portfolio would typically include teaching observations, teaching materials, appropriately anonymised feedback to students, including student work for assessment. The portfolio may be submitted as an e-portfolio or in hard copy. Participants must be able to demonstrate a sound understanding of the key elements of this module, including an awareness of a range of approaches to learning and teaching (including possible uses of technology) and an ability to evaluate the application of these to their own Higher Education practice. Written work should include a case study illustrating this.
Assignment 1: 1,500 word essay
Assignment 2: 1,500-word (or equivalent) portfolio of evidence in an individually negotiated format, to include a 500-word reflection on own learning and educational philosophy statement
Participants will be offered substantial tutorial support to provide feedback on their development. This will include the development of practical teaching skills at this early stage in their teaching careers and support in constructing a reflective narrative. In this way participants will also be fulfilling one of the key learning outcomes of the module which is to show that they have reflected on their development as a teacher in higher education.
See the library reading list for this module (Canterbury)
• A sound understanding of a range of approaches to learning and teaching in Higher Education (contributing to PGCHE Knowledge and Understanding 1; UKPSF A2,A3,A4,K1,K2,K3,V1,V2)
• How these approaches relate to HE practice (contributing to PGCHE Intellectual Skills 1 Subject-specific Skills 2 and UKPSF K4)
• An ability to make informed decisions about appropriate methods, such as the use of relevant technology (contributing to PGCHE Knowledge and Understanding 1 and 3 and UKPSF A1,A2,A3)
• An understanding of the principles of assessment and evaluation and how these relate to their own immediate practice (contributing to PGCHE Subject-specific Skills 3 and 6 and UKPSF A2,A3)
• The development of practical skills as a practitioner in a teaching and/or learning support role (contributing to PGCHE Knowledge and Understanding 1 and 4 ,Intellectual Skills 1 and Subject-specific skills 2)
• Improving own learning: the skills of a reflective practitioner who is able to evaluate their own practice as a teacher and/or researcher and/or learning supporter using appropriate feedback mechanisms and to plan for continuing professional development (PGCHE Transferable Skills 1 and UKPSF A5,K6,V3
• Communication: ability to communicate effectively and appropriately in a diverse range of contexts, using IT as appropriate and showing a capacity to sustain the interest of others and to respond perceptively to their contributions. (PGCHE Transferable Skills 2and UKPSF K5
• Problem-solving: expertise in operating successfully within the constraints and opportunities of the institutional setting and (where appropriate) developing strategies for balancing and integrating teaching and research.(PGCHE Transferable Skills 3 and UKPSF K6
The module is aimed at those members of staff who are fairly new to teaching in Higher Education. The module covers the background knowledge required to begin teaching, and is designed to support you in developing the confidence to undertake the range of teaching duties required at HE level.
Completion of, or exemption from, this module is a pre-requisite for progression to the module UELT8310: Contextualising Higher Education Teaching and Learning.
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