As academic developers, we rely on colleagues' trust to a considerable degree. In this study, we explore how a person-centred approach to academic development, grounded in relational pedagogy, both relies upon and builds trust between staff and an academic development team. We discuss empirical data -- from colleagues with whom we have worked --…

This paper considers the process of "professional becoming" for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the lived experiences of teachers across the spectrum of academic disciplines. Viewed through an ecological lens, the complexity of the…

This study explores the experiences of international staff in Egypt and Trinidad who undertook a UK-based teaching development course provided by the London University who were validating and franchising the offshore courses they taught. Such transnational education (TNE) is a significant but under-researched area of Higher Education and…

Along with the development of STEM education at all levels of education, STEM teacher professional development (TPD) has become an important topic. This study aims to provide a comprehensive picture of the progress of STEM PD over a decade in terms of the characteristics of STEM PD publications, developments in STEM PD research, and trends in STEM…

Teaching-focused career tracks are increasingly prevalent across the Higher Education sector internationally, driven by student number growth and perceived managerialist agendas. Opportunities for advancement are challenged, however, by ambiguous and inconsistent conceptual frameworks regarding the role of scholarship in career progression,…

Introduction: Open educational e-resources (OERs) are one of the informational resources that are openly available to all. Open educational e-resources provide learners with free access to high-quality educational content and materials. Learners should be able to use, read, adapt, and share these resources freely. In this study, we aimed to…

This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide…

Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service…

This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…

This report presents the findings of the 2023 EUA Learning & Teaching Thematic Peer Group "Development and strategic benefits of learning and teaching centres", beginning with a presentation of the centres represented in the group and proceeding by presenting a virtuous cycle model for the continuous advancement of centres.…

Purpose: Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the…

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes, this qualitative research seeks to deepen our understanding by examining the nuanced interplay of teacher's unique working contexts, historical…

Implementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of…

There is increasing interest around the use of microcredentials for upskilling, employability, professional development, and reaching a wide range of learners. However, little discussion exists around the use of microcredentials to contribute towards broader qualifications and accreditation. This paper investigates the use of a series of…

The professional learning of academics working in UK higher education (HE) can be a complex enterprise occurring across a multitude of (in)formal learning encounters, challenging academics to negotiate and prioritise their time and the opportunities available to them. This study investigates the professional learning of academics in UK HE,…