This four-part series of blogposts draws on chapters from the Routledge SEDA Series book “Developing Expertise for Teaching in Higher Education: Practical Ideas for Professional Learning and Development” (March 2022, Ed: Helen King). The book was the outcome of the popular international Expertise Symposium held online in October 2022, and features contributions from over 30 authors (videos of all presentations are available on YouTube). The second Expertise Symposium takes place live online on Friday 14th October with watch parties the following week. It is hoped that a second SEDA Series book will also published from this event. Take a look at the Routledge website for details of all 32 books currently available in the SEDA Series.
The first post in the series explores a whole-university embedded approach to professional learning and developing expertise:
Why do university human relations divisions continue to ignore the fact that professional learning and development of professional expertise – such as teaching – is not something that can be ‘delivered’ in short-term, atomistic activities? And that, if you really want organisational change, didactic, generic “training” is not the way to go?
While expertise in teaching may be a process that is accessible to all, professional development activities can be inaccessible to the very people needing to develop expertise. Often, professional development activities for university teaching staff are offered through central teaching and learning units, meeting governance requirements rather than the individual’s needs. These programmes can seem to be too generic, irrelevant to those that they seek to engage and perceived a voice for senior management alienated from the trials of the classroom or the culture of the discipline (Trowler & Bamber, 2005, Roxå & Mårtensson, 2009). They can be limited to induction programs, ignoring the learning needs of experienced teaching staff seeking to expand horizons. They can ignore that learning to be an expert is a lived experience, embedded and constructed in practice (Webster-Wright, 2010). Most importantly, these types of programmes can fail to develop the expertise needed to meet long-term, systemic change or the immediate adjustments in teaching practices prompted by the COVID-19 pandemic. Perhaps one of the reasons for this situation is because, when designing professional learning programmes, it appears that the fundamental principles of curriculum design are ignored and the notion of didactic training remains.
We wanted to change the status quo when we came to redesigning our professional learning programmes at an Australian research-intensive university. Instead, we drew on seminal curriculum work (Laurillard, 2010; Fung, 2017) to develop a professional learning curriculum for all university teachers. We wanted a programme that would work for all teachers: from tutors to programme conveners, learning designers to clinical educators. We focused on recognising university teachers’ existing expertise and personalising participants’ professional learning (Keppell, 2014). A centre piece of this work was the development of a Teaching Expertise Framework that foregrounds teaching expertise as a continuum where it is possible for different people to be at different stages of development. The framework now outlines the learning outcomes for our professional learning programmes and as well as our recognition programmes. It has also allowed us to model personalised and learner-centred approaches, that offer relevant and authentic professional learning experiences; core aspects of our University’s vision for our students’ experience.
Associate Professor Deanne Gannaway is the Academic Lead for Professional Learning in the Institute for Teaching and Learning Innovation, University of Queensland, Australia
Keppell, M. (2014), “Personalised Learning Strategies for Higher Education“, The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 3- 21.
Laurillard, D. (2010) An Approach to Curriculum Design. Institute of Education, London,
Roxå, T., & Mårtensson, K. (2009) Significant conversations and significant networks – exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547–559.