How can we document increased didactic understanding and pedagogical development among teachers in higher education?

Abstract

This article tries to bring substance to a claim that it is useful and profitable for higher education institutions to train their teaching staff in the art and craft of teaching. An analysis of the established research literature tell us that the challenges of measuring and estimating the effect is a cumbersome endeavour. In the era of evidence as a notion stemming from medical research, which is understood as the gold standard of research, this research is based on a modified longitudinal strategy. The study argues that the findings are consistent over years that participants in courses on teaching and learning in higher education affect them significantly in terms of how they teach, supervise and assess students’ achievements. They also develop more of a professional vocabulary about educational matters, they meet colleagues and establish network they find helpful and stimulating for their reflection about educational choices and results. A more somber finding is that candidates returning to their units with enthusiasm and urge to change are most often met with neglect and disinterest. This poses serious challenges to pedagogical leadership in Higher Education.

Keywords: teaching and learning, higher education, academic development