The purpose of this study was to explore teachers' experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their…

A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning…

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university…

In May 2012, the Higher Education Academy (HEA) asked HOST Policy Research (HOST) to conduct an intensive review of the impact of teaching development programmes in higher education (HE). This is a timely assessment, which coincides with the adoption of a revised framework for professional standards by the HEA and growing policy interest in…

The paper considers teacher self-confidence, which emerged as a theme within a wider study into the influences upon new academics' development as teachers over time. Three interviews took place, over a two-year period, with 11 new teachers from a range of higher education institutions and discipline areas. The first phase of analysis was the…

Explores the concept of professionalism in teaching and the facilitation of learning in higher education in the United Kingdom, discussing the role of the Institute for Learning and Teaching in Higher Education. The article suggests that professionalizing teaching cannot occur through restrictions on the right to practice, but instead will come…

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide…

This article is an account of my search for professional identity as a new university lecturer through the use of the peer observation of teaching (POT) techniques. Through a synthesis of selected theoretical literature, associated critical reflection, and my own experiences of professional development through POT, the paper presents a conceptual…

Discusses the theoretical basis for a teacher development project designed to generate innovative strategies for teacher development using information technology. The article describes strategies by modes and models, recommending a model based on teacher needs. The article examines outcomes of the project based on its relationship to the…

Stresses that mechanisms underlying quality in research have parallels that show how to improve the quality of teaching, learning, and assessment in geography higher education, such as the publication of work outcomes and peer reviews for future funding. Focuses on what needs to change in order to improve the assessment of teaching. (CMK)

Suggests that social inclusion requires the development of communities of learners. To develop such communities, groups must have common interests, consider one another equals, and contribute to open, critical discussion of ideas. Learning must be considered a social activity requiring community development. Teachers must learn skills to…

Describes a British course for final year prospective elementary teachers which integrates curriculum knowledge, learning process, teaching process, school development, and staff development. The course prepares teachers to be curriculum specialist coordinators using action research to improve practice. (SM)

Presents findings from a British study of nearly 200 teachers who attended in-service education and training (INSET) courses at 4 British universities. Examines perceptions of course effects on teacher abilities. Finds teachers who felt their skills improved also reported improvements in student attainment. States INSET improves teachers'…

Discusses various aspects of in-service training sessions in science for British elementary school teachers, including who attends and kinds of sessions they prefer. Stresses the need for head teachers and consultant teachers to take more in-service training. Recommends school-based in-service training for all staff members. (JN)

Describes an action research inquiry conducted by a primary science tutor, focusing on his work with preservice and inservice teachers. The paper examines parallels between the research process and the researcher's approach to teaching adult learners. Both were underpinned by explicit epistemological assumptions based on a constructivist view of…