Abstract
When deciding the focus of my doctoral thesis I opted to investigate the experience of participants on the in-house Post Graduate Certificate in Learning and Teaching course (PGC LT) for staff at the UK higher education institution where I worked. Intrigued by the literature questioning the need for, efficacy of and negative reporting in many accounts of such courses, I wanted to know more. As a professional educator whose identity was only ever that of teacher I was puzzled by the apparent reluctance, reported in the literatures, of many teaching in higher education to take on a teacher persona. However, it was my impression, as there was no evidence to suggest otherwise, that the experience of the PGC LT participants at my institution was largely positive. Hence, I set out to investigate something that appeared not to be a problem.
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Keywords
- High Education
- Academic Development
- Initial Teacher Education
- Epistemological Perspective
- Discursive Formation
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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© 2016 Gill Nah
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Nah, G. (2016). Teaching in Higher Education: Deriving a Context-Specific Knowledge-Base Through Praxis. In: Perselli, V. (eds) Education, Theory and Pedagogies of Change in a Global Landscape. Palgrave Macmillan, London. https://doi.org/10.1057/9781137549235_8
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