1. Hilaire Graham Kate Goodhand and Catherine Ogilvie Transitions to Teaching in Higher Education

2. This session Being a teacher in HE – initial conceptions Transitions from – What to do next (personal) – What else can I do (professional) Teaching Contexts Challenges – Bridging the gap – Being a professional teacher in HE Transition from practice Conclusion – Challenge

3. Being a teacher in HE Inspiring or being inspired...

4. Transitions from... “ I like studying…”: – acquiring specialist knowledge – Participating as a teaching assistant – Contributing further in higher education “Perhaps I can teach”: – teaching becomes an achievable prospect – – with a real job too! – Probably in school or further education… Oh my gosh! I am finishing my degree - what next?

5. Transitions from... Workplace experience Specialist discipline knowledge Business sector understanding Contemporary/ current practice knowledge Employability in the discipline

6. Teaching in Schools Teaching contexts... Schools and Further Education Requirement for qualification Teaching in HE – Traditional study – Professional practice

7. Teaching contexts: the university Discipline knowledge and practice: – ‘what we know about our subject or field’ Developing teaching competen cy: – ‘focus on lifelong learning required to meet and support the changing skills and careers’ (Dearing, R (1997) http://www.leeds.ac.uk/educol/ncihe/ Last accessed 13 April 2015)http://www.leeds.ac.uk/educol/ncihe/

8. Challenges... PassionProfessionalism

9. Conceptualising the professional teacher The HE teacher Subject discipline proficient Interested in development in own field The ‘professional’ teacher capability as a teacher (engagement with teaching activities, knowledge and values (set out in the UKPSF); engagement in professional development (reflection, evaluation and enhancement) (set out in the UKPSF). engagement with professional practice, scholarship and pedagogic research (set out in the UKPSF); and,

10. Being professional Shift from being a teacher to being a professional teacher – What is the impact on practice... – What is the impact on profession... – How have institutions responded... Teacher in profession Professional teacher

11. Becoming professional?

12. Transitions from Practice Katy’s story – The job requirements Chetna’s story – Passion for teaching

13. Conclusion Where have teachers come from: – Relevance of development in teaching Expectations of teachers – Aspirations of achievement Researching the transition from professional discipline practice to teaching in higher education; – Enhancing teaching experiences

14. What now... How can this transition from discipline knowledge to a deeper understanding of professionalism best be facilitated in a dynamic education sector?