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Inspirational Teaching: Beyond Excellence and Towards Collaboration for Learning with Sustained Impact

Jensen, Kathrine, Adams, Joelle and Strickland, Karen (2014) Inspirational Teaching: Beyond Excellence and Towards Collaboration for Learning with Sustained Impact. Journal of Perspectives in Applied Academic Practice, 2 (2). pp. 37-41. ISSN 2051-9788

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Abstract

Within higher education, there is a continued focus on teaching quality, with teaching excellence often linked to the idea of engaging and motivating students. This article examines the concept of ‘inspirational’ teaching, going beyond notions of excellent teaching, and proposes that inspirational teaching is defined by being transformational in the sense that it has a sustained positive impact on student learning. By exploring current literature on inspirational teaching, including some literature on teaching excellence, four overarching themes are identified as constituents of inspirational teaching: knowledge and passion for the subject, understanding learning and knowledge, constructive and challenging learning environment and students as individuals, partners and colleagues. The practices of the inspirational teachers presented are characterised by their focus on student learning rather than teacher performance and so indicate that inspirational teaching is an outcome that cannot be reduced to a set of characteristics or practices. Finally, we conclude that collaborative and scholarly relationships between students and teachers underpin these four themes and are central to creating inspirational learning experiences.

Item Type: Article
Uncontrolled Keywords: teaching; excellence; inspirational; learning; collaborative
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: Teaching and Learning Institute
Related URLs:
Depositing User: Kathrine Jensen
Date Deposited: 22 Jul 2014 11:38
Last Modified: 10 Nov 2015 04:23
URI: http://eprints.hud.ac.uk/id/eprint/21246

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