This paper reports outcomes of a study that considers different ways university teachers conceive effective teaching and ways they develop as effective teachers. It examines supporting and inhibiting factors in the current higher education (HE) climate and seeks to inform debate for raising the status of teaching and improving student learning. From the mid 1990s the Higher Education Funding Council for England (HEFCE) implemented several teaching and learning initiatives. The Teaching Quality Enhancement Fund supported this small-scale research study.
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