- Title
- Quality teaching at the University of Newcastle
- Creator
- Patfield, Sally; Harper, Matthew; Gore, Jenny; Prieto, Elena
- Relation
- https://doi.org/10.25817/hd4m-9k95
- Publisher
- University of Newcastle
- Resource Type
- report
- Date
- 2024
- Description
- Quality Teaching at the University of Newcastle is a professional development program designed to support academic staff and Higher Degree by Research (HDR) candidates to deliver high quality teaching and learning. Developed by members of the Teachers and Teaching Research Centre (TTRC) within the School of Education, this innovative program is grounded in an evidence-based pedagogical framework, the Quality Teaching (QT) Model, that provides a conceptual and practical basis for academics to better understand the practice of teaching and what constitutes quality pedagogy. The QT Model of pedagogy, used since 2003 in NSW government schools, has increasingly been adopted in other educational jurisdictions and contexts. Teaching aligned with the Model has consistently shown improved outcomes for teachers and students in school settings. Specifically, randomised controlled trials conducted in Australia have demonstrated significant positive effects on the quality of teaching, teacher mode, teacher efficacy and student academic achievement. During 2019-2020, the QT Model was adapted for use in higher education, with proof of concept established through a pilot study involving 27 academics working across a range of appointment levels (A-E) and disciplines. All participants reported their engagement with the QT Model to be a positive experience. Participants identified direct benefits for analysing practice, course planning, collegial collaboration, and improving the student experience (Patfield et al., 2022). In 2024, this program was expanded through two professional development opportunities: Peer Review of Teaching and Support for Promotion, Award and Job Applications. Forty-four participants from across all Colleges of the University registered to engage in one or both options. Extending upon the initial pilot study, these professional development opportunities were evaluated to examine participants’ learning experiences and determine potential future directions for implementation.
- Subject
- quality teaching; pedagogy; professional development; Teachers and Teaching Research Centre (TTRC)
- Identifier
- http://hdl.handle.net/1959.13/1518024
- Identifier
- uon:57217
- Identifier
- ISBN:9780725979812
- Rights
- © 2024. This work is licensed under CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license, https://creativecommons.org/licenses/by-nc-nd/4.0/.
- Language
- eng
- Full Text
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