Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/153460
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- Title
- Teaching induction program : framework, design and delivery
- Related
- Asian social science, Vol. 7, No. 11, (2011), p.13-19
- DOI
- 10.5539/ass.v7n11p13
- Publisher
- Canadian Center of Science and Education
- Date
- 2011
- Author/Creator
- Huber, Elaine
- Author/Creator
- Hoadley, Susan
- Author/Creator
- Wood, Leigh
- Description
- Professional development is a key factor in ensuring teaching staff are confident in the delivery of quality teaching. Professional development is especially relevant for staff who are new to teaching and are required to teach in the context of the large and increasingly diverse student cohorts, prevalent in the Faculty of Business and Economics. The Teaching Induction Program (TIP) addresses this need by modelling best practice in tertiary learning and teaching, delivered in a blended mode. The foundation of TIP is a series of videos, using the student voice, and this feedback is the lens through which knowledge and skills in learning and teaching are developed. During the program, participants build community around their experiences of implementing the teaching skills they have developed, and thereby reflect upon their efficacy for students’ learning. Participant feedback is used to inform the development of following iterations of TIP and this has led to two additional programs being planned, using the voices of new teachers or tutors as well as experienced teachers.
- Description
- 7 page(s)
- Subject Keyword
- Professional development
- Subject Keyword
- Student voice
- Subject Keyword
- Feedback
- Subject Keyword
- Sessional staff
- Resource Type
- journal article
- Organisation
- Macquarie University. Learning and Teaching Centre
- Organisation
- Macquarie University. Faculty of Business and Economics
- Organisation
- Macquarie University. Dept. of Marketing and Management
- Identifier
- http://hdl.handle.net/1959.14/153460
- Identifier
- ISSN:1911-2017
- Identifier
- mq_res-20120127-162427
- Language
- eng
- Reviewed
