http://hdl.handle.net/10034/6400 Tue, 21 May 2013 22:08:47 GMT 2013-05-21T22:08:47Z 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/10034/267472 Title: Ethical thinking in a disciplinary context: The ethical development of undergraduates and expectations of tutors in the arts, social and pure sciences Authors: Healey, Ruth L Abstract: Barnett (2000) argues that universities need to prepare students for 'supercomplexity', where "the very frameworks by which we orientate ourselves to the world are themselves contested" (p. 257). Learning to think through ethical issues develops critical thinking skills for dealing with supercomplexity, since the frameworks the students use to consider ethical issues are contested and likely to change. Yet, Boyd et al. (2008) question whether universities actually produce graduates who are prepared "for practical and ethical engagement with their scholarly, professional and personal worlds" (p. 38). Moreover, we might expect differences in ethical thinking between disciplines given that the nature of ethical issues studied varies by discipline. The overall aim of this research was to explore the development of undergraduates' ethical thinking during their programmes and to compare how it aligns with the expectations of their tutors and to discuss the implications for teaching and learning ethics in higher education. To address this aim the research objectives were to assess whether the ethical development of undergraduate students varies by discipline, gender and year; to analyse how the nature of ethical thinking expected by tutors varies between disciplines and evaluate the extent to which this aligns with the students' ethical development; and to discuss the implications for enhancing the teaching and learning of ethics. Most emphasis is placed on the first objective. To address these objectives, a questionnaire exploring students' ethical understandings and level of ethical development, was given to students in all three undergraduate years of the English (art), Geography (social science) and Animal Behaviour and Welfare (pure science) programmes at an English University. In total 335 students responded. Interviews were then conducted with tutors teaching on the three programmes discussing the nature of ethics within their disciplines, how ethics was taught and what ethical thinking skills they wanted their students to develop. The key findings are that: 1) There are no significant differences between disciplines in terms of student ethical development. 2) There is some evidence of differences between years, but there was not clear evidence of progression over the three years of the undergraduate programme. 3) Male students demonstrate less ethical development than their female counterparts. 4) Tutors across all three disciplines have similar expectations in terms of the nature of ethical thinking desired. 5) Most of the students exhibit lower levels of ethical development than their tutors expected. It is suggested the skill of 'ethical thinking' should be included in programme outcomes and that teaching and learning strategies which cast students in the role of active, social and creative learners offer the best potential to enhance student ethical thinking abilities. Sat, 01 Sep 2012 00:00:00 GMT http://hdl.handle.net/10034/267472 2012-09-01T00:00:00Z 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