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Volume 12 2006 - Issues of Teaching & LearningVolume 12 2006 - Issues of Teaching & Learning Volume 12 2006 - Issues of Teaching & Learning 12
Volume 11 2005 - Issues of Teaching & LearningVolume 11 2005 - Issues of Teaching & Learning Volume 11 2005 - Issues of Teaching & Learning 11
Volume 10 2004 - Issues of Teaching & LearningVolume 10 2004 - Issues of Teaching & Learning Volume 10 2004 - Issues of Teaching & Learning 10
Volume 9 2003 - Issues of Teaching & LearningVolume 9 2003 - Issues of Teaching & Learning Volume 9 2003 - Issues of Teaching & Learning 9
Volume 8 2002 - Issues of Teaching & LearningVolume 8 2002 - Issues of Teaching & Learning Volume 8 2002 - Issues of Teaching & Learning 8
Volume 7 2001 - Issues of Teaching & LearningVolume 7 2001 - Issues of Teaching & Learning Volume 7 2001 - Issues of Teaching & Learning 7
Volume 6 2000 - Issues of Teaching & LearningVolume 6 2000 - Issues of Teaching & Learning Volume 6 2000 - Issues of Teaching & Learning 6
Volume 5 1999 - Issues of Teaching & LearningVolume 5 1999 - Issues of Teaching & Learning Volume 5 1999 - Issues of Teaching & Learning 5
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Volume 4 1998 - Issues of Teaching & LearningVolume 4 1998 - Issues of Teaching & Learning Volume 4 1998 - Issues of Teaching & Learning 4
Volume 3 1997 - Issues of Teaching & LearningVolume 3 1997 - Issues of Teaching & Learning Volume 3 1997 - Issues of Teaching & Learning 3
Volume 2 1996 - Issues of Teaching & LearningVolume 2 1996 - Issues of Teaching & Learning Volume 2 1996 - Issues of Teaching & Learning 2
Volume 1 1995 - Issues of Teaching & LearningVolume 1 1995 - Issues of Teaching & Learning Volume 1 1995 - Issues of Teaching & Learning 1
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Musing About Choosing and Using

To reflect on your teaching, you may wish to use the following prompts:

How would you describe your personal philosophy of education?

(Tick one of the following)

Education is primarily for personal growth and the development of individuals to reach their maximum potential.
Higher education should provide students with the necessary professional skills and knowledge required for employment.
The role of higher education is to prepare students for the roles they will take on in the community and hence has a social obligation to provide students with a moral and ethical education.
The purpose of education is to advance, transmit and sustain knowledge.
Higher education should equip students with a broad-based education and the skills for life-long learning.
The purpose of education is to transmit culture.
Other (please specify)

How do you see your role as a teacher?

(Rank the following in order of importance.)

Teaching students facts and principles of the subject matter
Providing a role model for students
Helping students develop higher-order thinking skills
Preparing students for jobs/careers
Fostering student development and personal growth
Helping students develop basic learning skills

Modified from: http://www.winona.msus.edu/teachinggoals/TGI1.HTM

How would you describe the culture of your department or discipline in relation to teaching?

(Place a cross on the line to indicate your perception of the culture)

Teaching is an important, vital activity

Teaching is a low-status activity and takes second place to research

Teachers are supported and good teaching is recognised

Teachers are given little support or recognition

The teaching-research nexus is alive and well

Few links are made between teaching and research

Pastoral care of students is an important responsibility of teachers

Teachers are only expected to teach their students

Staff development for teachers is encouraged and provided

Development for teachers is not seen to be necessary.

Given the pragmatics of your situation, how often do you incorporate the following practices in your teaching?

Key:

5

4

3

2

1

 

(Always)

 

(Sometimes)

 

(Very seldom)

 

Teaching strategies based on students' prior experience

Culling unnecessary content

Providing help/guidance to overcome student problems related to learning (e.g. extra tutorials, consultation hours)

Matching teaching strategies to students' learning aims

Matching assessment to course aims

Catering for students' special needs

(e.g. flexible teaching/assessment practices)

Evaluating teaching/assessment practices

Matching teaching to personal teaching philosophy

Matching teaching to departmental teaching philosophy

How important/necessary are the following student-related factors to your teaching?

(Fill in the circle of your choice)

 

Understanding students' learning aims is

 

   

Essential

Inconsequential

 

Understanding students' prior knowledge is

 

   

Very Important

Not at all important

 

Understanding students' needs/ problems (e.g. specific learning skills, guidance/consultation, disability) is

 

   

Most necessary

Unnecessary

 

Understanding students' out-of-classroom commitments (e.g. work, family) is

 

   

High priority

Low priority

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