Description
The group discussed the content and format of the programme for new staff and the built up of the core principles and establish a step-by-step guide for those who are new to the university and to teaching.The group discussed how effective pedagogy has often been distilled into a curriculum triangle, with a focus on the content, how it is taught, and it is assessed. This could act as a starting point for discussions. New members of staff will need to know about module design, curriculum design as well as effective pedagogy. The group discussed a three-factor module which relates to outcomes of student support, cognitive activation, and class management. Student support has become more important than ever and will be something we will need to bring to the fore. With regards to cognitive activation, it’s important we encourage students to think more deeply about their approaches. Listening to a lecture and typing that into laptop doesn’t develop understanding for instance. Class management is relevant as standing in front of 100 students can be a daunting experience and educators may narrow down their approaches to what is controllable. They will also need to understand how to manage laboratory settings and smaller groups. The group discussed the impact of prior experiences of teaching on new educators. Those learning to teach may bring their own experiences of teaching as students to their practice, but their experiences may have been suboptimal. It’s important therefore that the programme encourages educators to open their eyes to theories and approaches which they may not have experienced as students. The programme should help educators engage critically with their own teaching experiences and unpack the idea of an osmosis of experiences.
The group also discussed how an educator may understand their subject but not how best to teach it i.e. they may have plenty of tacit knowledge but will not have researched how it may be taught. The group also discussed that the observation of good teaching can be important in this process and how in teacher education, there is a process of observing and being observed.
The group also discussed benchmarking and how content should be pitched at different levels. They also discussed the importance of understanding processes, platforms such as Canvas, university cycles etc. Although these topics may be uninteresting, they are essential aspects to teaching.
One of the interesting things about observing teaching practice is that individuals tend to take much more notice of their own subject and this raises issues with the observing of good practice. The group suggested that it may be an issue of granularity. For instance, with mathematics-based subjects, there may be a broad approach which educators from other disciplines will recognise and be able to apply to their own subject areas. The group also discussed the need for caution around processes like the ‘flipped classroom’ approach which students are now familiar with. Educators may observe good teaching practices, but it’s important to consider how effective they are in a long-term setting. The group suggested that the wider institution may be valuable here, and be able to offer ‘match making’ with potential mentors across the university.
The group could build up a repository of good practices which could potentially be built into an action learning cycle where educators could reflect and build upon their knowledge. The group discussed how new educators within QUB may be more receptive to new ideas and less resistant to change, however this will differ from person to person. The group discussed how PGCE students will initially go into primary schools for two weeks at the beginning of their course to experience observation of teaching in other contexts, however they acknowledged that this may not be practical. A dedicated mentor may be more appropriate, where one-to-one help would be offered.
The group stated the importance of maintaining balance between reflective learning and theory. The programme could front load a general module that would provide necessary input on e.g. learning, the reflective module could run throughout the year, and then provide short online modules on topics such as exam board preparation, or academic cycles.
The Chair suggested the next step of writing a short proposal in the coming weeks to send to the group for their consideration and input. The group must also consider what aspects may be missing from the proposal. The group also suggested that newly appointed staff could be approached to discuss their experiences. The group also discussed the importance of mapping out the types of people who may come onto the course and consider their background, also from an inclusivity standpoint.
Structure of follow-up programme
The group discussed briefly the need to have a structure that links the programme as a development route to more senior roles within the university. The Chair suggested that is where the programme would eventually go, and could be a hook for encouraging educators to continue on another developmental qualification within QUB.
Next steps
The group identified a number of action points, as outlined above in bold. Once the documents discussed above have been circulated, the group can then begin to think about future perspectives.
| Period | Apr 2024 → Jun 2024 |
|---|---|
| Degree of Recognition | Local |