http://hdl.handle.net/10034/12655 Collection of journal articles/book chapters/conference papers/other research materials written by members of the Learning & Teaching Institute during their employment at the University of Chester Wed, 19 Jun 2013 13:54:21 GMT 2013-06-19T13:54:21Z http://hdl.handle.net/10034/283512 Title: Perceptions and use of peer observation of teaching in a 'HE in FE' context Authors: Dutton, Kay Abstract: Peer observation of teaching is a generally accepted and valued method used for developing teaching and learning in universities. This research aims to understand the value of the use of peer observation in a HE in FE context. Initial analysis has found that FE colleges now appear to recognise the need for and value in utilising different approaches for HE teaching observations in comparison to those used for FE. Description: This paper is not available through ChesterRep. It can be accessed at http://www.seda.ac.uk/resources/files/7_Dutton.pdf Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10034/283512 2012-01-01T00:00:00Z http://hdl.handle.net/10034/276154 Title: Risks to informed consent in pedagogic research Authors: Regan, Julie-Anne Abstract: Stierer & Antoniou (2004) have described Pedagogic Research (PR) as primarily teachers undertaking research into aspects of their own teaching and learning. Consequently, those undertaking PR often occupy dual roles of teacher and researcher. Likewise the subjects being studied are often the researcher’s own students and thus also occupying dual roles of student and participant. The purpose of this article is to highlight the potential risks to valid, informed consent inherent in the nature of pedagogic research itself; due to the dual roles mentioned above and the blurred boundaries between practice development and PR. Whilst inaccurate or incomplete information for decision making is an obvious risk to informed consent, the risks to voluntary participation can be more subtle. Reference is made to a documentary analysis of feedback provided to applicants by a research ethics committee reviewing pedagogic research. Whilst this is not a research report of that study, it provides empirical evidence to support the arguments made in this article. The article concludes that the greatest risk to valid informed consent is the lack of awareness among practitioner-researchers of the risks to voluntary participation this type of research holds. The author highlights the role for academic developers in highlighting these issues on professional development programmes. It is also recommended that a clear institutional position on when teacher/researchers need to apply for ethical approval could also be useful, particularly if flexibility is built in to allow for informal discussions with the Chair of the REC. Description: This is the author's PDF version of an article submitted to the Journal of Perspectives in Applied Academic Practice. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10034/276154 2013-01-01T00:00:00Z http://hdl.handle.net/10034/254555 Title: Using action learning to support doctoral students to develop their teaching practice Authors: Regan, Julie-Anne; Besemer, Kirsten Laurisse Abstract: This article discusses the use of action learning groups to develop the teaching practice of postgraduate research students (PGRs) who are engaged in teaching and/or supporting the learning of students in their departments. Evaluation of the intervention is described from the academic developer and the participant perspective. From this evaluation it can be concluded that participants in this study benefited from the intervention and there was evidence of professional development in their teaching practice. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. Suggestions are made as to how to ensure PGRs are appropriately supported in their teaching practice. Description: This article is not available through ChesterRep. Wed, 05 Dec 2012 00:00:00 GMT http://hdl.handle.net/10034/254555 2012-12-05T00:00:00Z http://hdl.handle.net/10034/251199 Title: Ethical issues in pedagogic research Authors: Regan, Julie-Anne; Baldwin, Moyra A; Peters, Lisa Abstract: This paper explores the ethical issues identified by a research ethics committee (REC) over a three-year period. The REC is situated in a medium-sized univerity in the north west of England and deals exclusively with proposals for pedagogic research. The purpose of the research was to identify the nature and frequency of ethical concerns expressed by the REC, in order to improve guidance for future applicants. The most common concern was the lack, or inaccuracy, of the information provided to potential participants by which they were expected to make an informed decision about participation. Other concerns included the potential for bias, the lack of information provided to the REC, the provision for fair access by vulnerable groups and undue influence on voluntary particpation. The paper concludes that the potential risks of practitioners researching their own students are not given due consideration by many applicats. In particular the potential threats to valid informed consent are identified. Implications for improving the relationship between researchers and RECs are discussed, as is the guidance for applicants. Description: This article is not available through ChesterRep. It is available at http://www.beds.ac.uk/learning/support/jpd Mon, 01 Oct 2012 00:00:00 GMT http://hdl.handle.net/10034/251199 2012-10-01T00:00:00Z