You know I found the PGCLTHE particularly helpful, and it’s interesting that the idea of University ‘teacher training’ still causes so much debate (and a certain lack of enthusiasm amongst staff):
Academics are often critical about systems of teacher training and the evaluation of teaching effectiveness. Why is this? Clearly it is not because academics think that teaching is unimportant; most say teaching is important and wish that it were given greater importance in personnel decisions.
Probably most professionals – not just teachers – are critical of the systems used to evaluate them. Academics are highly trained to be critical of research and they use these skills to critique teacher evaluation and training programmes. There are also heated debates on how to evaluate research track records and related peer-review processes. Nevertheless, it is incumbent upon the higher education system to implement – and to be seen to implement – professional development programmes at all stages, as well as frameworks to guide their construction and evaluation, and systems for the continuing evaluation of university teachers.
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