Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation
Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation
Considerable resources and intellectual attention have focused on seeking to raise the status of teaching in higher education over the last two decades. Initiatives at an institutional level have included the funding of pedagogic research, teaching awards and the creation of teaching professorships. In a broader context, the scholarship of teaching and learning movement has campaigned for a reconfigured and more inclusive understanding of scholarship. However, despite the good intentions of these initiatives, the effect been to lower still further the status of teaching, bifurcating universities between ‘teaching’ and ‘research’. It is argued that efforts should instead be directed at integrating academic practice as a more effective way of raising the status of teaching
127-130
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
17 January 2011
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
Macfarlane, Bruce
(2011)
Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation.
Teaching in Higher Education, 16 (1), .
(doi:10.1080/13562517.2011.530756).
Abstract
Considerable resources and intellectual attention have focused on seeking to raise the status of teaching in higher education over the last two decades. Initiatives at an institutional level have included the funding of pedagogic research, teaching awards and the creation of teaching professorships. In a broader context, the scholarship of teaching and learning movement has campaigned for a reconfigured and more inclusive understanding of scholarship. However, despite the good intentions of these initiatives, the effect been to lower still further the status of teaching, bifurcating universities between ‘teaching’ and ‘research’. It is argued that efforts should instead be directed at integrating academic practice as a more effective way of raising the status of teaching
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Published date: 17 January 2011
Organisations:
Southampton Education School
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Local EPrints ID: 373872
URI: http://eprints.soton.ac.uk/id/eprint/373872
ISSN: 1356-2517
PURE UUID: f18a6f9f-5a29-49c5-8b8e-235dfa0d4ee4
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Date deposited: 29 Jan 2015 13:14
Last modified: 14 Mar 2024 18:58
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Author:
Bruce Macfarlane
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