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dc.contributor.authorTurner, R
dc.contributor.authorSpowart, L
dc.contributor.authorDismore, H
dc.contributor.authorBeckmann, E
dc.contributor.authorCarkett, R
dc.contributor.authorKhamis, T
dc.date.accessioned2024-01-08T09:08:55Z
dc.date.available2024-01-08T09:08:55Z
dc.date.issued2024-02-05
dc.identifier.issn1941-5265
dc.identifier.issn1941-5265
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/21880
dc.description.abstract

Lecturers’ engagement in professional development activities to enhance their academic practice is firmly embedded within the landscape of higher education. Although enhancing the student learning experience underpins teaching-related continuing professional development (CPD), interestingly the role of students in supporting such activities has been underexplored. Drawing on data captured from eight student representatives interviewed in the context of an international impact evaluation, we examine student awareness of, and attitudes towards, lecturers’ CPD. Participants recognised the value of lecturers engaging in CPD but believed it to be an activity they were removed from, and had little opportunity to engage with. We consider how this perspective could be changed in two ways. Firstly, we reflect on the experiences of students at one university where their contributions to lecturers’ development were legitimised and valued. Secondly, we discuss the potential of integrative approaches, such as students as consultants or reverse mentoring. We argue that these approaches may challenge existing hierarchies that limit students engaging in lectures and create spaces through which students can positively contribute to lecturers’ CPD.

dc.format.extent1-13
dc.languageen
dc.publisherTaylor and Francis Group
dc.subjectAcademic development
dc.subjectstudent voice
dc.subjectcontinuing professional development
dc.subjectstudents-as-partners
dc.subjectreverse mentoring
dc.titleWhen we speak Faculty listen: Exploring spaces for students to contribute to the development of lecturers’ academic practice.
dc.typejournal-article
dc.typeArticle
dc.typeEarly Access
plymouth.issueahead-of-print
plymouth.volumeahead-of-print
plymouth.publication-statusPublished online
plymouth.journalProfessional Development in Education
dc.identifier.doi10.1080/19415257.2024.2307001
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|PS - Library and Academic Development
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA|UoA23 Education
dcterms.dateAccepted2023-12-22
dc.date.updated2024-01-08T09:08:54Z
dc.rights.embargodate2024-3-23
dc.identifier.eissn1941-5265
rioxxterms.versionofrecord10.1080/19415257.2024.2307001


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