ORCID
- Harriet C. Dismore: 0000-0002-2525-0589
- Rebecca Turner: 0000-0003-3953-618X
Abstract
Lecturers’ engagement in professional development activities to enhance their academic practice is firmly embedded within the landscape of higher education. Although enhancing the student learning experience underpins teaching-related continuing professional development (CPD), interestingly the role of students in supporting such activities has been underexplored. Drawing on data captured from eight student representatives interviewed in the context of an international impact evaluation, we examine student awareness of, and attitudes towards, lecturers’ CPD. Participants recognised the value of lecturers engaging in CPD but believed it to be an activity they were removed from, and had little opportunity to engage with. We consider how this perspective could be changed in two ways. Firstly, we reflect on the experiences of students at one university where their contributions to lecturers’ development were legitimised and valued. Secondly, we discuss the potential of integrative approaches, such as students as consultants or reverse mentoring. We argue that these approaches may challenge existing hierarchies that limit students engaging in lectures and create spaces through which students can positively contribute to lecturers’ CPD.
DOI
10.1080/19415257.2024.2307001
Publication Date
2024-02-05
Publication Title
Professional Development in Education
ISSN
1941-5257
Keywords
Academic development, continuing professional development, reverse mentoring, student voice, students-as-partners
Recommended Citation
Turner, R., Spowart, L., Dismore, H., Beckmann, E., Carkett, R., & Khamis, T. (2024) '”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development', Professional Development in Education, . Available at: https://doi.org/10.1080/19415257.2024.2307001
