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Devaluing teaching

Quinn (2012, p. 78) quotes (Weimer 1997, 52)

Teaching continues to be devalued – the question is why? It is argued here that the devaluing is the result of five assumptions held about teaching: teaching excellence is nothing more than a matter of technique; teaching requires no training or ongoing professional development; pedagogical practice and scholarship can exist without standards; the wisdom of teaching practice entails no real worthwhile knowledge; and content (not students and learning) should drive instructional decision making.

Implications

References

Quinn, L. (2012). Understanding resistance: an analysis of discourses in academic staff development. Studies in Higher Education, 37(1), 69–83.