Practitioner enquiry and professional development: 'action research' re-visited and re-viewed in the context of outcomes-based education

Coats, Maggie and Stevenson, Anne (2003). Practitioner enquiry and professional development: 'action research' re-visited and re-viewed in the context of outcomes-based education. In: Conference paper for the Association for the Study Evaluation Assessment in Education in Southern Africa (ASEASA), Dec 2003, Cape Town, South Africa.

Abstract

[From the abstract]: In the past five years there has been considerable change in curriculum design and delivery in universities in the UK, as the sector moves towards an outcomes-based approach. This is having a marked effect on teaching and learning, and particularly on assessment strategies and methods. Accompanying the curriculum change we have seen an increased emphasis on the role of teaching in HE, with central funding to support staff through 'subject networks', key publications and resources. At the same time there has been high-profile recognition for 'teaching excellence' and a move towards the 'accreditation' of HE academic staff with mandatory continuous professional development (CPD) as part of quality enhancement ...

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