Faculty development in teaching and learning: the UK framework and current debates

• Paul Hibbert ^[1] ; Mirko Semler ^[1]
  1. [1] University of St Andrews

     University of St Andrews

     Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 53, Nº 6, 2016, págs. 581-591
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Following the publication of a recent report, commissioned by the Higher Education Academy (HEA) and conducted by Staff and Educational Developers Association, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning). The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review.