精东传媒app

Improved teaching effectiveness is fostered by the teacher's commitment to regular constructive self-evaluation of all aspects of their teaching. The capacity for critical self-reflection and the willingness to act and modify learning and teaching strategies in response to this, are the hallmarks of effective teachers. Participation in a theoretically-informed evaluation of teaching is an enabling tool that allows higher education teachers to engage in continuous improvement. This course supports higher education teachers to collectively build capacity through participation in focused discussions. Recognition of recent and current professional practice and development activities that enhance the work of educators in higher education is an integral part of this course.

Higher education educators will be introduced to the key capacity-building processes of constructive evaluation and self-reflection. This course will ask students to evaluate learning and teaching episodes (e.g. tutorial, workshop etc.) in higher education and engage in an action learning process to identify and develop an ongoing cycle for improvement for their teaching. This course seeks to recognise appropriate professional development activities or other relevant activities that can be demonstrated as contributing to the development of teaching capacities in higher education educators.

On successful completion of this course students should be able to:

1. critically analyse their own teaching practice using a theoretically-informed process of self-evaluation (Assessment 1);
2. apply one or more theoretical models to evaluate learning and teaching episodes in higher education (Assignment 1, Assignment 2);
3. evaluate and apply emerging practices in higher education in their own specialist teaching areas (Assignment 1);
4. effectively provide advice and suggestions for continuous improvement in learning and teaching in higher education (Assignment 2);
5. demonstrate competence in scholarly writing. (Assessment 1, Assessment 2).