Burge, Amy

Grade Godinho, Maria

Knottenbelt, Miesbeth

Loads, Daphne

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.</jats:p

Amy Burge

Maria Grade Godinho

Miesbeth Knottenbelt

Daphne Loads

Crossref

Journal of Perspectives in Applied Academic Practice

The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

The aim of this research paper was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors' roles and development needs. We found that both tutors and senior staff were concerned about a lack of community, the administrative burden, the importance of enjoyment, how tutoring should be recognised and valued and the question of training versus development. We make use of a framework borrowed form gerontological nursing for addressing these issues in practice

Edinburgh Research Explorer

The Senses Framework:Understanding the professional development of postgraduates who teach

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice.Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff

University of Birmingham Research Portal

https://jpaap.napier.ac.uk/index.php/JPAAP/article/download/249/pdf/

The Senses Framework:Understanding the professional development of postgraduates who teach

Abstract

Similar works

Full text

Available Versions

Crossref

Edinburgh Research Explorer

University of Birmingham Research Portal

University of Birmingham Research Portal