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Constructing the good teacher in Higher Education: the discursive work of standards

Nicoll, Kathy and Harrison, Roger (2003). Constructing the good teacher in Higher Education: the discursive work of standards. Studies in Continuing Education, 25(1) pp. 23–35.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/01580370309289
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Abstract

Professional development for academics in higher education is increasingly important in the United Kingdom and elsewhere. Promoting better teaching practices through professional development is part of the drive for quality and excellence. However, the focus has been on teaching as a "technical" activity, defined as competence in a particular domain of practice. This has obscured the social and discursive practices through which a very particular sort of teacher identity is produced. It is possible, therefore, to examine the ways in which the standards of competence operate to normalise and fashion what it means to be a "good teacher". In this article, we examine extracts from course documentation produced by a UK university through which the professional standards of those working in higher education are being constituted. Our focus is not the quality of these particular materials but the work the documentation performs in building up a particular notion of what characterises a professional teacher in higher education.

Item Type: Journal Article
ISSN: 0158-037X
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 550
Depositing User: Users 12 not found.
Date Deposited: 19 May 2006
Last Modified: 02 Dec 2010 19:44
URI: http://oro.open.ac.uk/id/eprint/550
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