The Relational Value of Professional Dialogue for Academics Pursuing HEA Fellowship

Autor/inn/en	Asghar, Mandy; Pilkington, Ruth
Titel	The Relational Value of Professional Dialogue for Academics Pursuing HEA Fellowship
Quelle	In: International Journal for Academic Development, 23 (2018) 2, S.135-146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2017.1386566
Schlagwörter	College Faculty; Teacher Effectiveness; Expertise; Teacher Attitudes; Faculty Development; Foreign Countries; Reflective Teaching; Mentors; Hermeneutics; Phenomenology; Heuristics; Collegiality; Fellowships; Friendship; Peer Evaluation; Teacher Evaluation; Qualitative Research; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Expert appraisal; Lehrerverhalten; Ausland; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Heuristik; Kollegialität; Fellowship; Stipendium; Freundschaft; Teacher appraisal; Lehrerbeurteilung; Qualitative Forschung; Großbritannien
Abstract	The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their engagement in professional dialogue, and its impact as a developmental opportunity. The findings underline the importance of the relational and social aspects and value of this type of professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01