About this paper

Appears in:
Pages: 5638-5647
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1387

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

THE IMPACT OF TEACHER TRAINING PROCESSES ON THE PROFESSIONAL PRACTICES OF UNIVERSITY LECTURERS: A REVIEW OF POLICY AND PRACTICE

P. Cowley, D. Hyams-Ssekasi

University of Bolton (UNITED KINGDOM)
The emphasis on the teaching quality of university lecturers in the UK has become an emergent theme in UK education policy over the last 40 years. Prior to this shift in emphasis, it was seen as acceptable for an academic to be solely an expert in their particular subject area. A key theme to emerge from the policy interventions regarding teaching quality is the issue of teacher training processes for university lecturers. The purpose of this paper is to examine these policy developments against the research evidence regarding the subsequent impact of the policy on academics at both practitioner and institutional level. The paper finds that policy rhetoric would indicate an enthusiasm of successive governments to ensure meaningful training programmes for academics, e.g. Post Graduate Certificate in Higher Education (PGCEHE); this has been further supported by the introduction of professional bodies during this time period, e.g. Higher Education Academy (HEA). When contextualised against practitioner experiences and institutional interpretations of government policy the paper concludes that this is a problematic task due to the fragmented approach of UK higher education institutions in adopting these policies but also the varying research methods used to examine the topic area.
@InProceedings{COWLEY2019IMP,
author = {Cowley, P. and Hyams-Ssekasi, D.},
title = {THE IMPACT OF TEACHER TRAINING PROCESSES ON THE PROFESSIONAL PRACTICES OF UNIVERSITY LECTURERS: A REVIEW OF POLICY AND PRACTICE},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.1387},
url = {http://dx.doi.org/10.21125/inted.2019.1387},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {5638-5647}}
TY - CONF
AU - P. Cowley AU - D. Hyams-Ssekasi
TI - THE IMPACT OF TEACHER TRAINING PROCESSES ON THE PROFESSIONAL PRACTICES OF UNIVERSITY LECTURERS: A REVIEW OF POLICY AND PRACTICE
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.1387
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 5638
EP - 5647
ER -
P. Cowley, D. Hyams-Ssekasi (2019) THE IMPACT OF TEACHER TRAINING PROCESSES ON THE PROFESSIONAL PRACTICES OF UNIVERSITY LECTURERS: A REVIEW OF POLICY AND PRACTICE, INTED2019 Proceedings, pp. 5638-5647.
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