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Inspirational teaching in higher education

Inspirational teaching in higher education. What does it look, sound and feel like?. Keywords. Compare with your neighbour 2 mins Feedback. Exploratory/illustrative research. Academic and practice literature review : facets of inspirational teaching? Keywords Tested via 1ry research.

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Inspirational teaching in higher education

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  1. Inspirational teachingin higher education What does it look, sound and feel like?

  2. Keywords • Compare with your neighbour 2 mins • Feedback

  3. Exploratory/illustrative research Academic and practice literature review: facets of inspirational teaching? Keywords Tested via 1ry research

  4. Inspirational teachers • “worth remembering that someone is being inspired” Teacher and pupil • “With an inspirational teacher, some of the learner’s excitement must derive from being caught up as a character in a co-created work of fiction.” • “a crystallization or mirror image of what the learner aspires to be like…” (McGonigal, 2004) • “Call it inspiration, creativity, or whatever you want to; it’s the least tangible and most powerful ingredient in learning.” (Cohen & Jurkovic, 1997:2)

  5. Method • 3 lecturers at an English University • Short survey of final year social science undergraduates • 2010 analysed 52 student returns • Comparative survey: 2016 repeated = 25 returns

  6. Inspiration

  7. InspirationAspirationTransformation

  8. Inspirational How? • Get out of order • Toy with success audience participation! • Run with your imagination • Lighten up

  9. A caution “sensitivity to the specific audience, context, and learning need... keep in mind the learning goal, the people who will be using a program, the culture of their organization, and other critical factors.” (Cohen & Jurkovic, 1997: 6)

  10. A further caution “judge our value as teachers on the basis of our power to stimulate a willingness to work, and to train young minds to do hard things in such a way that they will gain pleasure from the effort”. Wilson(1918)

  11. Questions? Short presentation: What, why & how of inspirational HE teaching

  12. References • Cohen, S & Jurkovic, J (1997) Training and Development 51 (11): 66- November • Harden, R.M. and Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher, Medical Teacher, 22 (4), 334 – 347, available https://www.amee.org/getattachment/AMEE-Initiatives/ESME-Courses/AMEE-ESME-Face-to-Face-Courses/ESME/ESME-Online-Resources-China-Dec-2015/AMEE-Guide-20-Roles-of-the-teacher.pdf [accessed online 23.5.2016] • James, R. (2001) Students’ changing expectations of higher education and the consequences of mismatches with reality, paper for the OECD-IMHE conference “Management responses to changing student expectations”, QUT (24 September) • McGonigal, J(2004) Interactive or dialogic teaching? The case of the ‘inspirational’ teacher, International Journal of Research and Method in Education, 27 (2), 115 – 126 • Shevlin, M. Banyard, P. Davies, M. And Griffiths, M. (2000) The Validity of Student Evaluation of Teaching in Higher Education: love me, love my lectures? Assessment and Evaluation in Higher Education, 25 (4), 397-405 https://www.academia.edu/429645/Shevlin_M._Banyard_P._Davies_M.N.O._and_Griffiths_M.D._2000_._The_validity_of_student_evaluations_in_higher_education_Love_me_love_my_lectures_Assessment_and_Evaluation_in_Higher_Education_25_397-405 [accessed online 23.5.2016] • Wilson, LM (1918) Factors in successful teaching that need to be stressed in both high school and college, The Classical Journal, 13 (7), 476-482

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