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dc.contributor.authorNorton, Lin
dc.contributor.authorAiyegbayo, Olaojo
dc.contributor.authorHarrington, Katherine
dc.contributor.authorElander, James
dc.contributor.authorReddy, Peter
dc.date.accessioned2011-12-01T09:23:03Z
dc.date.available2011-12-01T09:23:03Z
dc.date.issued2011-12-01T09:23:03Z
dc.identifier.citationNew lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme 2010, 47 (4):345 Innovations in Education and Teaching Internationalen
dc.identifier.issn1470-3297
dc.identifier.issn1470-3300
dc.identifier.doi10.1080/14703297.2010.518426
dc.identifier.urihttp://hdl.handle.net/10545/192730
dc.descriptionA study of new lecturers beliefsen
dc.description.abstractThis study was carried out with new lecturers on a two year Post Graduate Certificate in Learning and Teaching in Higher Education programme in a UK university. The aim was to establish their beliefs about how studying on the programme aligned with their teaching and learning philosophy and what, if anything, had changed or constrained those beliefs. Ten lecturers took part in an in-depth semi-structured interview. Content analysis of the transcripts suggested positive reactions to the programme but lecturers’ new insights were sometimes constrained by departments and university bureaucracy, particularly in the area of assessment. The conflicting roles of research and teaching were also a major issue facing these new professionals.
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/14703297.2010.518426en
dc.subjectTeaching philosophyen
dc.subjectNew lecturersen
dc.titleNew lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme
dc.typeArticleen
dc.identifier.journalInnovations in Education and Teaching Internationalen
html.description.abstractThis study was carried out with new lecturers on a two year Post Graduate Certificate in Learning and Teaching in Higher Education programme in a UK university. The aim was to establish their beliefs about how studying on the programme aligned with their teaching and learning philosophy and what, if anything, had changed or constrained those beliefs. Ten lecturers took part in an in-depth semi-structured interview. Content analysis of the transcripts suggested positive reactions to the programme but lecturers’ new insights were sometimes constrained by departments and university bureaucracy, particularly in the area of assessment. The conflicting roles of research and teaching were also a major issue facing these new professionals.


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