This module is part of a professional development programme for teaching staff at XJTLU and all the aims take into consideration the XJTLU context. Its aims are for participants:
• To gain knowledge of a range of research strategies that lead to the enhancement of learning and teaching in higher education and within a transnational context, including evaluation, reflective practice and engagement with colleagues.
• To enhance their own learning and teaching practice by carrying out an action research project.
• To critically reflect on learning over the duration of the programme including personal development planning in collaboration with peers.
• To develop an action plan for future development with the help of a mentor and PGCert tutors.
• To gain awareness of, and engagement with, the UK Professional Standards Framework.
The aims of this module are aligned with the UK Professional Standards Framework, which is mapped to Programme-level learning outcomes and module assessments. See Programme Specifications for details. Alignment of module and UKPSF dimensions is also indicated in the table below.
A Critically reflect on and synthesise, in dialogue with peers, the learning and professional development stemming from conducting enhancement projects in a range of current settings.
B Carry out an extensive action research project that reflects their own teaching practice and engages with pedagogic development and improvement.
C Extensively review relevant literature and models for learning, and apply them to a wide range of change and improvement within a transnational learning and teaching context.
D Present and defend their project to peers in an authentic professional context.
E Demonstrate how they have been able to enhance their professional practice as a teacher in higher education and plan for future development.
F Critically reflect on their learning in the light of the UKPSF.
• Teaching is through the delivery of a range of interactive workshops.
• Participants will be expected to reflect upon their own practice and changes to their practice they have introduced as a result of their experience of the module, and attendance at workshops.
• Support from a mentor (normally a more senior colleague from the same discipline as the participant and/or a colleague with a Senior Fellowship of the HEA).
• Use of the wide variety of resources that are available via ICE, and the Higher Education Academy (www.heacademy.ac.uk), as well as independently sourced materials for participants’ action research projects.