Professional learning for higher education teaching: an expertise perspective

King, H (2022) 'Professional learning for higher education teaching: an expertise perspective.' In: Developing expertise for teaching in higher education: practical ideas for professional learning and development. SEDA Series . Routledge, Abingdon, pp. 157-174. ISBN 9781032057002

Abstract

This chapter extends and deepens the discussion in Chapter 1 to consider what an expertise perspective might bring to the concept of professional learning and development in higher education, and what practical wisdom this might offer for teachers, educational developers and institutions. The general concepts of Deliberate Practice and Progressive Problem-Solving are considered in the context of teaching in higher education through the lens of research with nine UK National Teaching Fellows. It is suggested that the term ‘professional learning’ is more relevant to the development of expertise for teaching in higher education. A definition of professional learning is offered for teaching in higher education which places the teacher at the centre, developing their expertise through autonomous, self-determined and evidence-informed progressive problem-solving: an evidence-informed evolution of teaching practice motivated by curiosity, community and care.

Item Type:	Book Chapter or Section
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services
Date Deposited:	28 Feb 2024 10:24
Last Modified:	28 Feb 2024 15:29
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16112

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