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dc.contributor.authorTurner, R
dc.contributor.authorSpowart, L
dc.contributor.authorWinter, J
dc.contributor.authorMuneer, R
dc.contributor.authorHarvey, C
dc.contributor.authorKneale, P
dc.date.accessioned2016-08-08T11:05:51Z
dc.date.available2016-08-08T11:05:51Z
dc.date.issued2016-09-01
dc.identifier.issn1470-3297
dc.identifier.issn1470-3300
dc.identifier.urihttp://hdl.handle.net/10026.1/5217
dc.description.abstract

Continuing professional development (CPD) for HE academic staff, through accredited courses for new lecturers, teaching innovation grants, peer review, mentoring and conference attendance, is firmly established practice, engagement with these activities may be essential to career progression. The input of students to CPD, student awareness of, or active engagement with these activities is limited despite the growing emphasis on agendas such as ‘student engagement’ and ‘students as partners’. In this paper, we examine their perceptions of teaching-oriented CPD and the potential contributions of students through interview data collected from eight elected Student Union (SU) Officers. This informs a discussion of the mechanisms by which SU officers can influence teaching-related developments in HE and provide recommendations to enhance future working relationships between SU and providers of CPD.

dc.format.extent143-151
dc.languageen
dc.language.isoen
dc.publisherTaylor & Francis (Routledge)
dc.subjectStudent engagement
dc.subjectteaching enhancement
dc.subjectstudent representation
dc.subjectstudent voice
dc.subjectstudents as partners
dc.title‘The lecturer should know what they are talking about’: Student Union Officers perceptions of teaching-related CPD and implications for practice
dc.typejournal-article
dc.typeArticle
dc.typeProceedings Paper
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000395065800007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue2
plymouth.volume54
plymouth.publisher-urlhttp://dx.doi.org/10.1080/14703297.2016.1257948
plymouth.publication-statusPublished
plymouth.journalInnovations in Education and Teaching International
dc.identifier.doi10.1080/14703297.2016.1257948
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Medical School
plymouth.organisational-group/Plymouth/PS - Library and Educational Development
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Research Groups/Plymouth Institute of Health and Care Research (PIHR)
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2016-07-05
dc.rights.embargodate2018-3-1
dc.identifier.eissn1470-3300
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/14703297.2016.1257948
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2016-09-01
rioxxterms.typeJournal Article/Review


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