Professionalizing teaching in higher education? Understanding today’s discourse on scholarship of teaching and learning in relation to the question of widening participation within higher education

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Professionalizing teaching in higher education? Understanding today’s discourse on scholarship of teaching and learning in relation to the question of widening participation within higher education

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Publication Other
Title Professionalizing teaching in higher education? Understanding today’s discourse on scholarship of teaching and learning in relation to the question of widening participation within higher education
Author(s) Ek, Anne-Charlotte ; Malmberg, Claes
Date 2010
English abstract
Our introduction will contextualize and give a brief background to the last decade´s discussion and request for pedagogically more skilled and trained university teachers. A discourse often framed by and named as Scholarship of Teaching and Training, SoTL. Teaching at university level has until recently, unlike most other educational institutions, not required any formal pedagogical education. In spite of often being skilled after years of teaching, the majority of Swedish university teachers still have less then the recommended ten weeks pedagogical training. The purpose of the workshop is to illuminate the emerging practice SoTL. How is it framed and who and what influences and shapes the discourse? Should it be seen as an embryo to professionalize university teaching by valuing teaching excellence? Or should it be understood as a perceived need for a new kind of pedagogical competence in order to handle the consequences of the rapid expansion of higher education during the 90´s, a change from elite to mass higher education? What actors are participating in the formulation of the need for further pedagogical training of university teachers? The teachers themselves, evaluation teams from authorities such as the Swedish National Agency for Higher Education or course giving pedagogical consultants? What arguments are put forward to legitimize these relatively new requirements? Is it focusing on students needs or is it in relation to Scholarship of Research? What definitions of pedagogical competence are formulated? To give answers to these questions are far beyond the scope of this workshop. However to scrutinize what seems to underpin the contemporary pedagogical discourse might be an important contribution to a critical analyze of present practice in HE. Relevance for Nordic Educational research: There is a need to better understand the practice Scholarship of Teaching and Learning in Higher Education
Link http://www.mah.se/upload/LUT/Konferenser/Abstractbok%20web.pdf (external link to publication)
Host/Issue Abstracts, Active Citizenship
Pages Abstract 164, p 146
Language eng (iso)
Subject(s) Higher Education
Scholarship of Teaching and Learning
Discourse
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Note NERA's 38th Congress - Active Citizenship (Nordisk Förening för Pedagogisk Forskning) 11-13 March 2010 Malmö University School of Teacher Education, Malmö, Sweden
Handle http://hdl.handle.net/2043/11117 (link to this page)
Link http://www.mah.se/NERAcongress2010 (external link to related web page)

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