Postgraduate certificate in teaching in Higher Education
P70406 Evaluating and Investigating your teaching in higher eduction
Base group tutorial meeting
13 October 2010, 1330 – 1500, FH108
Introductions and welcome
Wrapping up the first Activity, "Collaborative Annotated Bibliography" and the use of
reference/citation management software
o professional, scholarly reflection
Introducing the second Activity "Base Group Position Papers" (Handbook page 22)
o VLE Group discussion areas
Introducing the Sustained Inquiry (Handbook page 25)
o Identify topics
o Clarify nature of “inquiry”
Arranging teaching observations (Handbook page 14 & 25)
Rhona => Frances => Greg => George => Rhona
and half to Jude
The tradition of reflective practice and the reflective practitioners has its origins in the
modernist, rationalist, practitioner-centred evaluative and self-evaluative perspective of
educational pragmatism, founded on an idealist, social utilitarianism ultimately stretching to
the Enlightenment and rise of industrial modernism (Dewey 1916; Dewey 1997; Garrison
2001; Emand & Fraser n.d.; R. Scollon & S. W. Scollon 2001; Pickles & Greenaway n.d.;
Smith 2009; Kolb 1984)
There are three key themes:
Enquiry-based learning (Berthiaume 2009, p.268)
Experiential learning (Fry et al. 2009, pp.15, 450)
Situated learning (Lave & Wenger 1990)
Contemporary reflective practice is predominantly social: taking place in (usually small)
groups. Reflective practice is important in several contemporary perspectives.
Social learning, which arises from Russian Constructivists (Vygotsky & Luria 1934;
Community (of Practice) Theory (Wenger 1998),
Network learning theory (Dutton 2007; Fox 2002; Goodyear et al. 2005; Siemens
2005b; Siemens 2005a),
Reflective practices themselves reflect a series of qualitative turns in the social sciences:
social linguistic (Lillis 2003)
discursive (Fairclough 2001; R. Scollon 2001; R. Scollon & S. W. Scollon 2001)
biographical (Chamberlayne et al. 2000),
critical, feminist, post colonial (Barnett 1997; Brookfield 2005; Brookfield 1995;
Brookfield 2003; Freire 1970; Freire 1974; Haraway 1991; Dahlström & Liljeström
1983; Hanisch 2006; Bhabha 2004; English 2005),
affective (Clough 2007; Grattan 2007)
Professional values: mirrors, lenses, perspectives?
Brookfield’s 4 lenses (Brookfield 1995; Brookfield 2005; Brookfield 2003):
Scholarship of teaching and learning
Boyers model of scholarship (Nibert n.d.; Boyer 1997):
HEA Professional Standards Framework
Value systems, such as The HEA Professional Standards Framework for teaching in higher
education1, may influence the way that programmes and courses are designed, delivered,
assessed and evaluated. The course asks that participants demonstrate understanding of
and engagement with these professional values:
1. Respect for individual learners
2. Commitment to incorporating the process and outcomes of relevant research,
scholarship and/or professional practice
3. Commitment to development of learning communities
4. Commitment to encouraging participation in higher education, acknowledging
diversity and promoting equality of opportunity
5. Commitment to continuing professional development and evaluation of practice
Instrumental and other-directed values
Instrumental v. end-state values; self-directed v. other-directed values (see Rokeach 1973)
QCF Level descriptors
M-level = Level 7: post graduate certificate, diploma and MSc
Ability to reformulate and use relevant methodologies and approaches to address
problematic situations that involve many interacting factors
Taking responsibility for planning and developing courses of action underpinning
Critically analyse, interpret and evaluate complex information, concepts and theories
as they apply to current developments that affect the areas of work or study
(QAA n.d.; QAA n.d.; QAA n.d.; QCF n.d.)
HEA UK Professional standards framework: www.heacademy.ac.uk/ourwork/policy/framework
Barnett, R., 1997. Higher education: a critical business, Buckingham, UK/Bristol, PA: The
Society for Research into Higher Education & Open University Press.
Berthiaume, D., 2009. Teaching in the disciplines. In H. Fry, S. Ketteridge, & S. Marshall, eds.
A handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice. London and New York: Routledge.
Bhabha, H., 2004. The Location of Culture, Abingdon: Routledge.
Boyer, E.L., 1997. Scholarship Reconsidered: Priorities of the Professoriate, San Francisco:
Brookfield, S.D., 2003. A Critical Theory Perspective on Accelerated Learning. New
Directions for Adult & Continuing Education, (97), 73. Available at:
Brookfield, S.D., 1995. Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass
Brookfield, S.D., 2005. The power of critical theory for adult learning and teaching,
Maidenhead: Open University Press, McGraw Hill Education.
Chamberlayne, P., Bornat, J.B. & Wengraf, T., 2000. The turn to biographical methods in
social science : comparative issues and examples, London: Routledge.
Clough, P.T. ed., 2007. The affective turn: theorising the social, Durham, NC and London:
Duke University Press.
Dahlström, E. & Liljeström, R., 1983. The Patriarchal Heritage and the Working-Class
Women. Acta Sociologica (Taylor & Francis Ltd), 26(1), 3-20. Available at:
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Fairclough, N., 2001. Language and Power, second edition, Harlow: Pearson.
Fox, S., 2002. Networks and communities: an actor-network critique of ideas on community
and implications for networked learning. In Networked Learning 2002, proceedings of
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and University of Sheffield, pp. 119-127.
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Fry, H., Ketteridge, S. & Marshall, S., 2009. Understanding Student Learning. In H. Fry, S.
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Education: Enhancing Academic Practice. Routledge, pp. 8-26.
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Grattan, A., 2007. Reflexive Modernisation, Existential Anxiety and Sense of Identity: An
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Organisations, Communities and Nations, 7(4), 93-102.
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