Abstract:

This paper details how the Institute of Technology sector in Ireland is leading the way in the provision of unique training opportunities for educational staff throughout Ireland through a uniquely run Academic Professional Development (APD) model. Traditionally third level teachers/lecturers did not need to have any formal Teacher training qualifications in order to hold a teaching/lecturing position. The National Strategy for Higher Education in Ireland(1) up to 2030 was published in January 2011 and it states that:
• All higher education institutions must ensure that all teaching staff are both qualified and competent in teaching and learning, and should support ongoing development and improvement of their skills.
• Flexible learning structures across the HE sector are vital.
• Enhancing the quality of teaching and learning is identified as critical for the future of higher education in Ireland.

APD postgraduate special purpose awards have been running throughout the institute of technology sector since 2007 under the Learning Innovation Network (LIN) project. In March 2011, these modules were collated to form the Postgraduate Diploma in Learning, Teaching and Assessment.

The features of this programme that are unique are:
- The Postgraduate Diploma is completed on a modular basis
- The modules are running nationally through a variety of flexible delivery modes
- The credits earned from the completion of each module can be used to progress onto the LIN PG Dip in Teaching Learning and Assessment
- Progression routes onto masters of education programmes are already established and have been utilised by some LIN graduates
- Educational practitioners at all stages of their careers can avail of training focused on personal areas of interest in their academic practice, including Technology in teaching, assessment practices, classroom management, research for teaching and reflection in teaching.
- LIN participants are given the opportunity to complete a Personal Development Planning module.
- The material covered on the LIN programme is informed by current educational research, which ensures the teaching skills of lecturing staff are developing in accordance with internationally recognised best practice.

There is now a substantial cohort of LIN graduates and they have been interviewed regarding the LIN experience. This paper reports on the experience of those who have completed LIN modules or who have taught on the LIN programmes. They were each asked a number of questions regarding how participation in these awards has impacted on their teaching practice. The main themes that were referred to by the interviewees were:
• Time commitment to complete a postgraduate diploma rather than a module from a diploma would be prohibitive.
• Biggest areas of concern/interest in the teaching duties can be studied first.
• Progression is optional and can be timed by the participant.
• Participants and facilitators have developed a community of practice where discussions about teaching and learning are happening.
• Due to the flexible delivery modes used, participants can study in their own time and only have to commit to a small number of face to face sessions throughout the year.

References:
1 National Strategy for Higher Education 2030, pgs 18 and 62

Keywords:

Teacher/Lecturer Training, Academic Professional Development, Teaching skills.