What are we missing here? Problematising wisdoms on teaching quality professionalism in higher education

Schuck, S; Gordon, S; Buchanan, J

What are we missing here? Problematising wisdoms on teaching quality professionalism in higher education

Schuck, S

Gordon, S Buchanan, J

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Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2008, 13 (5), pp. 537 - 547
Issue Date:: 2008-09-16

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Field	Value	Language
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.contributor.author	Gordon, S	en_US
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.date.issued	2008-09-16	en_US
dc.identifier.citation	Teaching in Higher Education, 2008, 13 (5), pp. 537 - 547	en_US
dc.identifier.issn	1356-2517	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9925
dc.description.abstract	In this discussion paper we seek to challenge prevailing wisdoms in higher education regarding the value of measuring teaching quality, prescribing standards for professionalism and using student satisfaction as an indicator of teaching effectiveness. Drawing on the literature, we explore and probe four wisdoms in an attempt to identify and problematise popular assumptions about teaching and professionalism. We suggest that externalising procedures for assessing quality can be counter-productive to effective teaching and learning and propose core values we see as central to enhancing higher education practice: collegial reflection on practice, consideration of ethical issues and risk-taking.	en_US
dc.relation.ispartof	Teaching in Higher Education	en_US
dc.relation.isbasedon	10.1080/13562510802334772	en_US
dc.subject.classification	Education	en_US
dc.title	What are we missing here? Problematising wisdoms on teaching quality professionalism in higher education	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	13	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
dc.location.activity	ISI:000258807600003	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	13	en_US

Abstract:

In this discussion paper we seek to challenge prevailing wisdoms in higher education regarding the value of measuring teaching quality, prescribing standards for professionalism and using student satisfaction as an indicator of teaching effectiveness. Drawing on the literature, we explore and probe four wisdoms in an attempt to identify and problematise popular assumptions about teaching and professionalism. We suggest that externalising procedures for assessing quality can be counter-productive to effective teaching and learning and propose core values we see as central to enhancing higher education practice: collegial reflection on practice, consideration of ethical issues and risk-taking.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/9925