Past Event details

New approaches to the teacher training of doctoral researchers

Friday, 24 January 2020

Doctoral researchers frequently take on significant roles in teaching and play a considerable part in the educational experience of students.  For undergraduates, doctoral researchers are often among the first academics they encounter, which confirms the important role postgraduates perform in enabling the transition to University life.  Undergraduates may, also, find doctoral researchers more approachable and less intimidating than senior teaching staff; so, in addition to educational support they become vital protagonists in student wellbeing.  Despite the key contribution doctoral researchers make to education, national survey data from the Postgraduate Research Experience Survey (PRES) shows little change since 2015 with only 60% of respondents reporting they have received ‘appropriate support and guidance’ for their teaching.  Moreover, postgraduates need to find ways of managing their teaching alongside their research, all of which present a new set of challenges that conventional teacher training courses may not address.  This day event will explore some of the innovative ways that institutions are supporting doctoral researchers in their teaching roles and why appropriate support matters. 

The event is for doctoral researchers, supervisors, researcher and educational developers, and anyone with an interest in the teacher training of doctoral researchers. As the contributors to this event illustrate, there is excellent practice that is impacting on doctoral researchers; providing them with the level of support they need and deserve in the educator role.  Speakers will explore current trends and challenges and the contemporary context of teacher training provision for doctoral researchers.  They will offer a variety of inspired approaches for participants to reflect on including; the use of blended learning, Lego, action learning sets and self-efficacy.  Considering why new approaches to teacher training matter, leads us to the voices of doctoral researchers themselves and to narratives about their experience.  Speakers include:

Dr Jo Collins, University of Kent.  Jo is a Postgraduate Development Advisor in the Graduate School. With a PhD in English Literature and over 10 years’ university teaching experience, Jo leads on the development of new postgraduate training initiatives for the Graduate School.  She delivers the “Kick-start your PhD” workshops for all new first year doctoral students at Kent. Jo is currently working with Nicole Brown (UCL IOE) and Dr Jennifer Leigh (Kent, CSHE) on a SEDA-funded project, ‘International students who teach: A creative approach to supporting them and evaluating this provision’.  She will share her experience of this approach.

Dr Erika Corradini, University of Southampton.  Erika is a Senior Teaching Fellow in Academic Development in the Centre for Higher Education Practice (CHEP).  Erika’s background is in education and staff development in the areas of languages and linguistics.  She leads the PGCert in Academic Practice for educational staff at Southampton and also leads the Orientation to Teaching and Demonstrating (OTD) modules for postgraduate researchers. OTD combines an online module with face-to-face training.  Erika will present on this blended learning approach to teacher training, what the impact of the programme has been and how disciplinary variation affects delivery.

Sarah Moore, University of Sheffield.  Sarah is an Academic Professional Development Manager for Learning and Teaching in the Academic Practice and Skills Development (APSD) team.  In addition to her work with programme leaders, she teaches on the PG Cert in Teaching for Learning in Higher Education and is the Director of the Foundation Pathway to AFHEA recognition. Sarah is currently studying for a Doctorate in Education at Sheffield, exploring the ways in which those new to teaching enact their developing professional identities in the classroom.  In her research she uses a ‘fictional narrative approach’ to obtain a rich understanding of individual agency and identity.  Sarah’s presentation will provide insights into the experiences of doctoral researchers and her research. 

Dr Eli Rudinow Saetnan, University of Liverpool.  Eli is a Senior Academic Developer with a remit to support the development of scholarship informed practice across the institution. She has a personal interest in developing the scholarly evidence base for Academic Development practice as well as supporting academic colleagues to underpin their own teaching practice with scholarship and pedagogic research. As someone who has made the transition from biological sciences to pedagogic research, she is also interested in developing scholarship across disciplinary boundaries and supporting the development of trans-disciplinary authorship. She teaches on the PG Cert for Academic Practice and supports those new to teaching to gain recognition as Associate Fellows of the HEA.  She has used the concept of ‘self-efficacy’ as an approach to teacher training with doctoral researchers, which she will present on. 

Dr Claire Stocks, University of Central Lancashire. Claire is a Principal Lecturer and Academic Development Lead in the Centre for Excellence in Learning and Teaching (CELT). She joined UCLan in 2017, after working in academic and researcher development at Liverpool, Manchester and Oxford Universities. Claire has a PhD in American Literature, a PGCert in Learning and Teaching in HE and is a Senior Fellow of the Higher Education Academy. Her research interests are primarily in using work-based learning approaches in academic development and in supporting and assessing reflective practice.  Claire will provide insights into her experience of using action learning sets as an approach to teacher training for doctoral researchers. 

Dr Ruth Windscheffel, City, University of London.  Ruth is a  Senior Lecturer in Educational Development at City, and her education and research interests include: inclusive practice and personalised learning; academic and professional identities; emotion, compassion and the affective domain in higher education; student support and personal tutoring; the histories of education, libraries and reading. Ruth has been exploring the challenges postgraduate/early career researchers face in developing an integrated approach to the ‘research- teaching nexus’. Ruth’s presentation will enable us to put teacher training into context.

Network: Postgraduate Issues
Date(s): Friday, 24 January 2020
Times: 11:00 - 16:00
Location: SRHE, 73 Collier Street, London N1 9BE
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Event Files
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Impact of academic development on teaching self-efficacy for aspiring academics
Dr. Eli Rudinow Saetnan | saetnan@liverpool.ac.uk | @DrSaetnan
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Teacher training of doctoral researchers: context and challenges
Dr Ruth Windscheffel City, University of London
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Orientation to Teaching and Demonstrating A blended approach
Dr Erika Corradini
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Beyond Survival Skills: GTA Development for Continual Professional Learning
Dr. Claire Stocks Academic Development Lead, University of Central Lancashire
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Storying Identities, Experiences and Agency: Using fictional approaches to support GTA professional
Sarah Moore, University of Sheffield
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Dr Jo Collins, University of Kent
International Students who teach: a creative approach to supporting them and evaluating this provision
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